UBC Wiki - User contributions [en]

Help:Using the UBC Wiki for Course Work

2025-02-20T17:05:44Z

Novak:

__NOEDITSECTION__{{Help Nav}}The UBC Wiki is an excellent tool for managing, creating, and sharing course content. You can use it for a wide range of activities: from creating a central repository of course info to hosting online student discussions. The possibilities are endless and how you use the Wiki is really up to you.

==Before You Get Started==

It's easy to use a wiki. If you have never edited a wiki before, you might look at this [[help:tutorial|basic tutorial]] or the [[help:contents|help contents]].

Please be advised that the UBC Wiki is a university wide wiki based on a very open platform. All contributions to the UBC Wiki may be edited or altered by other contributors. If you require a greater level of control or privacy over your course material, you might prefer other online platforms such as [https://lthub.ubc.ca/guides/canvas/ Canvas] or [https://lthub.ubc.ca/guides/ubc-blogs/ UBC Blogs].
==Examples==
=== Story from the Faculty ===
{|style="border-collapse: separate; border-spacing: 6; border-width: 0px; border-style: solid; border-color: #000; padding: 5"
|-
| [[File:UseCase_JaniceStewart.jpg|left|250px]] || <h3>Janice Stewart in GRSJ uses UBC Wiki</h3>

GRSJ 224 is a Flexible Learning Pilot Project linked with a popular undergraduate course offered by the Institute for Gender, Race, Sexuality and Social Justice (GRSJ).
[http://isit.arts.ubc.ca/janice-stewart-ubc-wiki/ Read More... External link]
|-
| [[File:Judychancircle.png|left|250px]] || <h3>FNH200 Wiki for Blended Learning Environment</h3>

Judy Chan started using the UBC Wiki to deliver course content. Chan teaches FNH 200, a multi-section course that is both online and face-to-face. FNH 200 is also taught by multiple instructors across the continent.
[http://lthub.ubc.ca/guides/ubc-wiki/blended-learning-example/ Read More...]
|}

<hr class="clear" />



=== Course or Course Project Examples===
*[[Course:FNH200|FNH200]]
*[[Course:CONS370|CONS370]]
*[[Course:APBI200|APBI200]]
*[[Course:ASIA319|ASIA319]]
*[[Course:EOSC311|EOSC311]]
*[[Course:GEOG352|GEOG352]]

===Student Created Open Resource Examples===
*[[Sandbox:Torts|Common Law Torts Wiki]]
*[[Documentation:Ethnography_of_South_Asia|UBC ANTH302A Ethnography of South Asia Pandemic Experiences Knowledgebase]]
*[[Documentation:MFD|Multilingual Forestry Dictionary]]
*[[Science:Math Exam Resources|Math Exam Resource Wiki]]
*[[Course:FNIS454|FNIS454 Indigenous New Media Resource]]
*[[Fundamentals of Injury Biomechanics|Fundamentals of Injury Biomechanics Open Textbook]]

==Organizing your Course Content==

One of the most important steps when using the UBC Wiki is organizing your content within the Wiki. There are three basic levels of organization that all course pages should meet:

====First, Put Your Course Pages into the Course Space====
Make sure your course work is in proper space. The UBC Wiki is organized into different [[help:namespaces|spaces]]; course work fits best into the [[Course]] space.

Putting course pages into the [[Course]] space keeps the UBC Wiki organized and structured. For example, if you create a page entitled "Student Assignments" and it is in the main space on the wiki (such as at wiki.ubc.ca/student_assignments), users of the wiki will think that it is a general knowledge article on the topic of student assignments at UBC and not something that relates specifically to your course.

{{mbox
| type = notice
| text = '''''Please note''''': if you create course pages that are not located in the Course space, we may move your pages into the Course space for you.
}}

====Second, Use Your Course Number====

Another good practice when creating course pages is to organize the pages by the course number. For example, if you create a page entitled "Course:Student Assignments", it is not clear to which course the student assignment page belongs. Instead Course:ABCD123/Student Assignments shows that the student assignment page belongs to course ABCD123.

====Finally, Use Subpages to Keep Course Pages Together====

We suggest that every course have a main page and that this main page be the course number. The main page for the example course ABCD123 would be Course:ABCD123. Additional content can then be added as [[help:subpages|subpages]]. To create a subpage for a course page, put a forward slash '/' after the course name and type in the name for that subpage. For example, a subpage for the course ABCD123, would follow this pattern: Course:ABD123/subpage. Subpages automatically create links to their parent pages.

==Examples of Course Organization==

Here are some ideas on how you could setup your course:

{| class="wikitable"
!width="60%"|Course Name (URL)
!width="40%"|Description
|-
|<nowiki>wiki.ubc.ca/Course:ABCD123/ </nowiki>
|Your course homepage, please keep it up to date with the contact info, registration information and other important information.
|-
|wiki.ubc.ca/Course:ABCD123/2015WT1/
|The course homepage for 2015, Winter Term 1. If you plan to keep and differentiate information for the course over different terms it might make sense to have separate subpages for different terms.
|-
|wiki.ubc.ca/Course:ABCD123/2015WT1/Course_Notes
|Your course notes could go here; please use subpages to separate different content
|-
|wiki.ubc.ca/Course:ABCD123/2015WT1/Course_Notes/Unit1
|Typical lecture notes
|-
|wiki.ubc.ca/Course:ABCD123/2015WT1/Student_Activities
|section of your course where students contribute, write assignments, etc...
|-
|wiki.ubc.ca/Course:ABCD123/2015WT1/Student_Activities/Assignment_1/John_Doe
| John Doe's first Assignment
|-
|wiki.ubc.ca/Course:ABCD123/2015WT1/Student_Activities/Assignment_1/Jane_Smith
| Jane Smith's first Assignment
|}

Please visit [[Course:ABCD123]] to see how the above organizational examples work.

{{Create_Course_Page_Box}}

==Using Categories==

[[Help:Categories|Categories]] can help you keep all pages related to your course together as well as make the course findable in larger contexts. For example, if you are teaching class ABCD123, you might want to create a category called ABC123 and add every course page to that category. You can do this by going to edit page> page option menu (it looks like [[File:Page option menu.png|20px]]) >Categories. and add ABCD123 as a category.

You can also add your course to broader categories. For example, if course ABCD123 were an economics class, adding the main page to the [[:category:economics|economics category]] will help create a broader picture of all physics topics at UBC as well as make your course easier to find.

If you categorize the top level page of your course with it's four letter subject code, it will be automatically added to the [[Course#Course_Space_Contents|course space index]]. For example, the category <nowiki>MATH</nowiki> has been added to the top level page for the [[Course:MATH110| Math 110]] course.

See [[Help: Categories]] for more information.

==Using Dynamic Page Lists (DPL)==
In its most basic form, the [[Help:Dynamic Page Lists|Dynamic Page Lists]] (DPL) function displays a list of pages in one or more categories or subpages. This could be useful to organizing course content if you want to display all the pages or subpages that relate to your course.

===Listing subpages===
Copy the following code and paste it in the body of a page (Such as your as your main course page) using '''wikitext editing mode'''.
to list all the subpages of that specific subpage.Replace the placeholder ''name of the page'' and ''name of the namespace''.

{{mbox
| type = notice
| text = Please note that if the page on which the below code has been placed has no subpages, an error will be generated. See [[Help:Dynamic Page Lists]] for more information.
}}
<pre>
<dpl>
titlematch= name of the page/%
namespace= name of the namespace
shownamespace=false
</dpl>
</pre>
For example, if you want to list the subpages of your course ABCD123, it will be
<pre>
<dpl>
titlematch=ABCD123/%
namespace=course
shownamespace=false
</dpl>
</pre>
===Listing categories===
Copy the following code and put it in the body to list all the categories.
<pre>
<dpl>
category= categoryname
</dpl>
</pre>

Categoryname is a placeholder for whatever category you wish to list.

See [[Help:Dynamic Page Lists]] for more information.

==Using inputbox==
You can set up an inputbox on the page so that you can create a box that will easily allow students to create new wiki page in your course wiki. (For example: [[Course:CONS200/Projects#Create Your Wiki Page|Create Your Wiki page from CONS200 course.]] )

{| class="wikitable"
!Example
!wikitext
|-
|<inputbox>

useve=yes

placeholder=project title here

preload=Course:ABCD123/Assignment_Template

prefix=Course:ABCD123/2020/

type=create

</inputbox>It allows you to create a inputbox that allows your student to create a new page under the prefix Course:ABCD123/2020/.(For example: [[Course:ABCD123/2020/Project test|Course:ABCD123/2020/Project_test)]] . When student create a new page, it will preload a template called [[Course:ABCD123/Assignment_Template]]
|<nowiki><inputbox></nowiki>
useve=yes

placeholder=project title here

preload=Course:ABCD123/Assignment_Template

prefix=Course:ABCD123/2020/

type=create

<nowiki></inputbox></nowiki>
|}
For more details, see[[Help:Inputbox]]
== Copyrighted Material ==
Only upload materials that you own the copyright to or have permission to share. However, if you wish to link to copyrighted material that is available through the UBC [[Library]], you may use the [[Template:UBC eLink |eLink Template]] or the [[Template:Permalink|Permalink Template]] to create hyperlinked icons to the material. Please visit [[Help:Linking to UBC Library Material]] for more information.

*Visit http://copyright.ubc.ca for more information about copyright policies.

== Additional Resources ==
*[https://open.ubc.ca/teach/teaching-with-wiki/ Teaching with UBC Wiki]
*[[Documentation:Wiki_Decision_Tree|Wikipedia vs UBC Wiki - decision tree]]
*[[Documentation:Wiki_Editing_for_Students|Wiki editing for students]]
[[Category:help]][[Category:Course space]][[Category:UBC Wiki]]

Map of Coffee Places on Campus

2018-07-23T17:59:39Z

Novak:

A good cup of coffee is never far away on the UBC Point Gray campus. Click on red dot on the below Google Map for the name and address of any specific coffee shop or cafe and zoom in for building specific coffee shops/cafes:

* [http://www.greatdanecoffee.com/ Great Dane Coffee] (Behind Walter Gage Residences, near IONA and the School of Theology)
* [http://www.theboulevard.ca/ The Boulevard Coffee Roasting Company] (Near the trolley bus loop, Shoppers, or Mahoney's)
* Starbucks Coffee (x4) ( UBC Bookstore, Agronomy Road {TEF Building}, UBC Village, Fred Kaiser Building)
* Tim Horton's (x2) (UBC Forestry Building, Henry Angus)
* Blenz Coffee (University Village)
* [http://loafecafe.com/ Loafe Cafe] (in the Robert H. Lee Alumni Centre)
* Bean Around the World (near Thunderbird Residences)
* Blue Chip Cafe (formerly Uppercase) (in the AMS Student Nest)
* Corner Store (Next to UBC Bookstore)
* Ike's Cafe (Irving K. Barber Learning Centre)
* Cafe MOA (Museum of Anthropology)
* Agora Eats Cafe (H.R. Macmillan Building)
* Magma Cafe (Earth and Ocean Sciences Building)
* Niche Cafe (The Beaty Biodiversity Museum)
* Cafe Perugia (Life Sciences Centre)
* Sauder Exchange Cafe (Henry Angus)
* Mercante (Ponderosa Commons - Maple House)
* Stir It Up Cafe (Buchanan A)
* Loop Cafe (CIRS)
* Neville's Cafe (Neville Scarfe)
* The Beanery (Fairview Crescent)
* IRC Snack Bar (Woodward Library)
* Hero (Orchard Commons)
* JJ Bean (UBC Bus Loop)
* The Loop Café (Centre for Interactive Research on Sustainability)

{{#display_map:
49.269979, -123.251033~[http://www.greatdanecoffee.com/ Great Dane Coffee]~6011 Walter Gage Rd;
49.265981, -123.246431~The Boulevard Coffee Roasting Co~5970 University Boulevard;
49.266568, -123.243764~Blenz Coffee~5784 University Boulevard;
49.265766, -123.242651~Starbucks Coffee Co~5761 Dalhousie Road;
49.261393, -123.246754~Starbucks Coffee Co~6190 Agronomy Road;
49.260258, -123.248888~Tim Hortons~2424 Main Mall;
49.265817, -123.2501355~Loafe Cafe~6163 University Blvd, Vancouver, BC V6T;
49.259229, -123.2484~Bean Around The World~6308 Thunderbird Blvd;
49.266783, -123.2494668,18~Uppercase~The AMS Nest 6133 University Blvd, Vancouver, BC V6T 1Z1;
49.266783, -123.2494668,18~Sprouts~The AMS Nest 6133 University Blvd, Vancouver, BC V6T 1Z1;
49.266783, -123.2494668,18~The Deli~The AMS Nest 6133 University Blvd, Vancouver, BC V6T 1Z1;
49.267374, -123.253046~Ike's Cafe|~Irving K Barber Learning Centre, Vancouver, BC V6T 1Y3;
49.269464, -123.259145~Cafe Moa~6393 North West Marine Drive;
49.2636914, -123.255266,19~Mercante~6488 University Blvd, Vancouver, BC V6Z 1Z4;
49.2649011, -123.2513263,19~Corner Store~6200 University Blvd, Vancouver, BC V6T 1Z4;
49.263044, -123.250777~Magma Cafe~Biological Sciences Rd, Vancouver, BC V6T 1Z4;
49.2634546, -123.2513869,19~Niche Cafe~2212 Main Mall, Vancouver, BC V6T 1Z4;
49.262329600700866, -123.24498295783997~Cafe Perugia~2350 Health Sciences Mall;
49.2609076, -123.2507363,20~Agora Eats Cafe~2357 Main Mall, Vancouver, BC V6T 1Z4;
49.26110430493421, -123.24832499027252~Reboot Cafe~2366 Main Mall;
49.264338, -123.2555683,17~Neville's~2125 Main Mall, Vancouver, BC V6T 1Z4;
49.265172169714276, -123.25364649295807~Sauder Exchange Cafe~2053 Main Mall;
49.26485011347011, -123.24706435203552~IRC Snack Bar~2194 Health Sciences Mall;
49.26424100134801, -123.25589954853058~Pond Cafe~2071 West Mall;
49.26878815693318, -123.25724065303802~Seedlings Cafe~331 Crescent Road;
49.262386, -123.250208~Starbucks~2332 Main Mall;
49.262155, -123.253008~Loop Cafe~2260 West Mall;
49.2682586, -123.2568665,17~Stir It Up~1866 Main Mall, Vancouver, BC V6T 1Z1;
49.263655, -123.239407~The Beanery~2706 Fairview Crescent;
49.2611499,-123.2487849~Hero Coffee+Market~6363 Agronomy Road;
49.2662978,-123.2490021~JJ Bean Coffee Roasters~6005 University Boulevard;
49.261971,-123.253365~The Loop Cafe~2260 West Mall;
}}

==See Also==
*[[Bars and Pubs on Campus]]

[[Category: Food & Drink]]
[[Category: Campus Life]] [[Category:UBC Maps]]

Map of Coffee Places on Campus

2018-07-23T17:58:42Z

Novak:

A good cup of coffee is never far away on the UBC Point Gray campus. Click on red dot on the below Google Map for the name and address of any specific coffee shop or cafe and zoom in for building specific coffee shops/cafes:

* [http://www.greatdanecoffee.com/ Great Dane Coffee] (Behind Walter Gage Residences, near IONA and the School of Theology)
* [http://www.theboulevard.ca/ The Boulevard Coffee Roasting Company] (Near the trolley bus loop, Shoppers, or Mahoney's)
* Starbucks Coffee (x4) ( UBC Bookstore, Agronomy Road {TEF Building}, UBC Village, Fred Kaiser Building)
* Tim Horton's (x2) (UBC Forestry Building, Henry Angus)
* Blenz Coffee (University Village)
* [http://loafecafe.com/ Loafe Cafe] (in the Robert H. Lee Alumni Centre)
* Bean Around the World (near Thunderbird Residences)
* Blue Chip Cafe (formerly Uppercase) (in the AMS Student Nest)
* Corner Store (Next to UBC Bookstore)
* Ike's Cafe (Irving K. Barber Learning Centre)
* Cafe MOA (Museum of Anthropology)
* Agora Eats Cafe (H.R. Macmillan Building)
* Magma Cafe (Earth and Ocean Sciences Building)
* Niche Cafe (The Beaty Biodiversity Museum)
* Cafe Perugia (Life Sciences Centre)
* Sauder Exchange Cafe (Henry Angus)
* Mercante (Ponderosa Commons - Maple House)
* Stir It Up Cafe (Buchanan A)
* Loop Cafe (CIRS)
* Neville's Cafe (Neville Scarfe)
* The Beanery (Fairview Crescent)
* IRC Snack Bar (Woodward Library)
* Hero (Orchard Commons)
* JJ Bean (UBC Bus Loop)
* The Loop Café (Centre for Interactive Research on Sustainability)

{{#display_map:
49.269979, -123.251033~[http://www.greatdanecoffee.com/ Great Dane Coffee]~6011 Walter Gage Rd;
49.265981, -123.246431~The Boulevard Coffee Roasting Co~5970 University Boulevard;
49.266568, -123.243764~Blenz Coffee~5784 University Boulevard;
49.265766, -123.242651~Starbucks Coffee Co~5761 Dalhousie Road;
49.261393, -123.246754~Starbucks Coffee Co~6190 Agronomy Road;
49.260258, -123.248888~Tim Hortons~2424 Main Mall;
49.265817, -123.2501355~Loafe Cafe~6163 University Blvd, Vancouver, BC V6T;
49.259229, -123.2484~Bean Around The World~6308 Thunderbird Blvd;
49.266783, -123.2494668,18~Uppercase~The AMS Nest 6133 University Blvd, Vancouver, BC V6T 1Z1;
49.266783, -123.2494668,18~Sprouts~The AMS Nest 6133 University Blvd, Vancouver, BC V6T 1Z1;
49.266783, -123.2494668,18~The Deli~The AMS Nest 6133 University Blvd, Vancouver, BC V6T 1Z1;
49.267374, -123.253046~Ike's Cafe|~Irving K Barber Learning Centre, Vancouver, BC V6T 1Y3;
49.269464, -123.259145~Cafe Moa~6393 North West Marine Drive;
49.2636914, -123.255266,19~Mercante~6488 University Blvd, Vancouver, BC V6Z 1Z4;
49.2649011, -123.2513263,19~Corner Store~6200 University Blvd, Vancouver, BC V6T 1Z4;
49.263044, -123.250777~Magma Cafe~Biological Sciences Rd, Vancouver, BC V6T 1Z4;
49.2634546, -123.2513869,19~Niche Cafe~2212 Main Mall, Vancouver, BC V6T 1Z4;
49.262329600700866, -123.24498295783997~Cafe Perugia~2350 Health Sciences Mall;
49.2609076, -123.2507363,20~Agora Eats Cafe~2357 Main Mall, Vancouver, BC V6T 1Z4;
49.26110430493421, -123.24832499027252~Reboot Cafe~2366 Main Mall;
49.264338, -123.2555683,17~Neville's~2125 Main Mall, Vancouver, BC V6T 1Z4;
49.265172169714276, -123.25364649295807~Sauder Exchange Cafe~2053 Main Mall;
49.26485011347011, -123.24706435203552~IRC Snack Bar~2194 Health Sciences Mall;
49.26424100134801, -123.25589954853058~Pond Cafe~2071 West Mall;
49.26878815693318, -123.25724065303802~Seedlings Cafe~331 Crescent Road;
49.262386, -123.250208~Starbucks~2332 Main Mall;
49.262155, -123.253008~Loop Cafe~2260 West Mall;
49.2682586, -123.2568665,17~Stir It Up~1866 Main Mall, Vancouver, BC V6T 1Z1;
49.263655, -123.239407~The Beanery~2706 Fairview Crescent;
49.2611499,-123.2487849~Hero Coffee+Market~6363 Agronomy Road;
49.2662978,-123.2490021~JJ Bean Coffee Roasters~6005 University Boulevard;
49.261971,-123.253365~The Loop Cafe~2260 West Mall
}}

==See Also==
*[[Bars and Pubs on Campus]]

[[Category: Food & Drink]]
[[Category: Campus Life]] [[Category:UBC Maps]]

Map of Coffee Places on Campus

2018-07-23T17:56:16Z

Novak:

A good cup of coffee is never far away on the UBC Point Gray campus. Click on red dot on the below Google Map for the name and address of any specific coffee shop or cafe and zoom in for building specific coffee shops/cafes:

* [http://www.greatdanecoffee.com/ Great Dane Coffee] (Behind Walter Gage Residences, near IONA and the School of Theology)
* [http://www.theboulevard.ca/ The Boulevard Coffee Roasting Company] (Near the trolley bus loop, Shoppers, or Mahoney's)
* Starbucks Coffee (x4) ( UBC Bookstore, Agronomy Road {TEF Building}, UBC Village, Fred Kaiser Building)
* Tim Horton's (x2) (UBC Forestry Building, Henry Angus)
* Blenz Coffee (University Village)
* [http://loafecafe.com/ Loafe Cafe] (in the Robert H. Lee Alumni Centre)
* Bean Around the World (near Thunderbird Residences)
* Blue Chip Cafe (formerly Uppercase) (in the AMS Student Nest)
* Corner Store (Next to UBC Bookstore)
* Ike's Cafe (Irving K. Barber Learning Centre)
* Cafe MOA (Museum of Anthropology)
* Agora Eats Cafe (H.R. Macmillan Building)
* Magma Cafe (Earth and Ocean Sciences Building)
* Niche Cafe (The Beaty Biodiversity Museum)
* Cafe Perugia (Life Sciences Centre)
* Sauder Exchange Cafe (Henry Angus)
* Mercante (Ponderosa Commons - Maple House)
* Stir It Up Cafe (Buchanan A)
* Loop Cafe (CIRS)
* Neville's Cafe (Neville Scarfe)
* The Beanery (Fairview Crescent)
* IRC Snack Bar (Woodward Library)
* Hero (Orchard Commons)
* JJ Bean (UBC Bus Loop)

{{#display_map:
49.269979, -123.251033~[http://www.greatdanecoffee.com/ Great Dane Coffee]~6011 Walter Gage Rd;
49.265981, -123.246431~The Boulevard Coffee Roasting Co~5970 University Boulevard;
49.266568, -123.243764~Blenz Coffee~5784 University Boulevard;
49.265766, -123.242651~Starbucks Coffee Co~5761 Dalhousie Road;
49.261393, -123.246754~Starbucks Coffee Co~6190 Agronomy Road;
49.260258, -123.248888~Tim Hortons~2424 Main Mall;
49.265817, -123.2501355~Loafe Cafe~6163 University Blvd, Vancouver, BC V6T;
49.259229, -123.2484~Bean Around The World~6308 Thunderbird Blvd;
49.266783, -123.2494668,18~Uppercase~The AMS Nest 6133 University Blvd, Vancouver, BC V6T 1Z1;
49.266783, -123.2494668,18~Sprouts~The AMS Nest 6133 University Blvd, Vancouver, BC V6T 1Z1;
49.266783, -123.2494668,18~The Deli~The AMS Nest 6133 University Blvd, Vancouver, BC V6T 1Z1;
49.267374, -123.253046~Ike's Cafe|~Irving K Barber Learning Centre, Vancouver, BC V6T 1Y3;
49.269464, -123.259145~Cafe Moa~6393 North West Marine Drive;
49.2636914, -123.255266,19~Mercante~6488 University Blvd, Vancouver, BC V6Z 1Z4;
49.2649011, -123.2513263,19~Corner Store~6200 University Blvd, Vancouver, BC V6T 1Z4;
49.263044, -123.250777~Magma Cafe~Biological Sciences Rd, Vancouver, BC V6T 1Z4;
49.2634546, -123.2513869,19~Niche Cafe~2212 Main Mall, Vancouver, BC V6T 1Z4;
49.262329600700866, -123.24498295783997~Cafe Perugia~2350 Health Sciences Mall;
49.2609076, -123.2507363,20~Agora Eats Cafe~2357 Main Mall, Vancouver, BC V6T 1Z4;
49.26110430493421, -123.24832499027252~Reboot Cafe~2366 Main Mall;
49.264338, -123.2555683,17~Neville's~2125 Main Mall, Vancouver, BC V6T 1Z4;
49.265172169714276, -123.25364649295807~Sauder Exchange Cafe~2053 Main Mall;
49.26485011347011, -123.24706435203552~IRC Snack Bar~2194 Health Sciences Mall;
49.26424100134801, -123.25589954853058~Pond Cafe~2071 West Mall;
49.26878815693318, -123.25724065303802~Seedlings Cafe~331 Crescent Road;
49.262386, -123.250208~Starbucks~2332 Main Mall;
49.262155, -123.253008~Loop Cafe~2260 West Mall;
49.2682586, -123.2568665,17~Stir It Up~1866 Main Mall, Vancouver, BC V6T 1Z1;
49.263655, -123.239407~The Beanery~2706 Fairview Crescent;
49.2611499,-123.2487849~Hero Coffee+Market~6363 Agronomy Road;
49.2662978,-123.2490021~JJ Bean Coffee Roasters~6005 University Boulevard
49.261971, -123.253365~The Loop Café~2260 West Mall
}}

==See Also==
*[[Bars and Pubs on Campus]]

[[Category: Food & Drink]]
[[Category: Campus Life]] [[Category:UBC Maps]]

Course:APBI200/Archive/2017-2018W2 Soil in the News

2017-08-28T22:25:58Z

Novak: /* Producers explore the ABCs of do-it-yourself soil health tests */ new section

== Critically Evaluating Soil ==

{{APBI
|URL=http://google.ca
|Date=October 20, 2019
|Authors=Tom, Jan, Ian
|Summary=
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Morbi ac tellus a nulla rutrum consequat. Duis in volutpat mauris. Morbi sed quam elit. Nam aliquam orci sem, vel egestas risus luctus nec. Pellentesque at urna eget elit convallis por tor. Suspendisse poten . Ut quis lectus ornare tortor volutpat tempus. Mauris vitae efficitur dui. Ut vel aliquet diam, eget egestas nisi. Sed at accumsan orci. Sed facilisis tris que eros in pre um. Nunc rhoncus neque eu orci vehicula, vitae aliquam metus gravida. Sed lacinia ex quis nunc finibus fermentum. Donec tempus risus a ligula fringilla viverra. Integer ncidunt, mauris eu dictum ultricies, nibh augue viverra velit, vel vulputate urna sem quis lacus. Sed odio massa, pulvinar nec elit vel, dignissim lacinia erat.

E am cursus arcu quis est maximus pharetra. Nam magna odio, facilisis sit amet interdum nec, pharetra sed massa. Phasellus ornare est arcu, id ncidunt nunc blandit nec. Curabitur nulla metus, lacinia tempus ncidunt in, maximus eget est. E am nec vehicula nunc, non varius erat. Aenean non purus ornare neque ultricies ncidunt. Praesent consectetur turpis dui, nec suscipit diam placerat quis. Quisque aliquet lorem justo, nec condimentum magna euismod a. Duis a sapien ultrices, ultrices justo id, sagi s ipsum. Fusce ornare libero a dolor semper, nec rhoncus nisi aliquet. Mauris imperdiet viverra.

}}

== Uncritcally evaluating soil ==

{{APBI
|URL=http://ubc.ca
|Date=October 15, 3999
|Authors=Sara T.
|Summary=
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Morbi ac tellus a nulla rutrum consequat. Duis in volutpat mauris. Morbi sed quam elit. Nam aliquam orci sem, vel egestas risus luctus nec. Pellentesque at urna eget elit convallis por tor. Suspendisse poten . Ut quis lectus ornare tortor volutpat tempus. Mauris vitae efficitur dui. Ut vel aliquet diam, eget egestas nisi. Sed at accumsan orci. Sed facilisis tris que eros in pre um. Nunc rhoncus neque eu orci vehicula, vitae aliquam metus gravida. Sed lacinia ex quis nunc finibus fermentum. Donec tempus risus a ligula fringilla viverra. Integer ncidunt, mauris eu dictum ultricies, nibh augue viverra velit, vel vulputate urna sem quis lacus. Sed odio massa, pulvinar nec elit vel, dignissim lacinia erat.
E am cursus arcu quis est maximus pharetra. Nam magna odio, facilisis sit amet interdum nec, pharetra sed massa. Phasellus ornare est arcu, id ncidunt nunc blandit nec. Curabitur nulla metus, lacinia tempus ncidunt in, maximus eget est. E am nec vehicula nunc, non varius erat. Aenean non purus ornare neque ultricies ncidunt. Praesent consectetur turpis dui, nec suscipit diam placerat quis. Quisque aliquet lorem justo, nec condimentum magna euismod a. Duis a sapien ultrices, ultrices justo id, sagi s ipsum. Fusce ornare libero a dolor semper, nec rhoncus nisi aliquet. Mauris imperdiet viverra.

}}

== Some Soil ==

{{APBI
|URL=http://test.com
|Date=Jan 2, 2929
|Authors=bob
|Summary=

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Morbi ac tellus a nulla rutrum consequat. Duis in volutpat mauris. Morbi sed quam elit. Nam aliquam orci sem, vel egestas risus luctus nec. Pellentesque at urna eget elit convallis por tor. Suspendisse poten . Ut quis lectus ornare tortor volutpat tempus. Mauris vitae efficitur dui. Ut vel aliquet diam, eget egestas nisi. Sed at accumsan orci. Sed facilisis tris que eros in pre um. Nunc rhoncus neque eu orci vehicula, vitae aliquam metus gravida. Sed lacinia ex quis nunc finibus fermentum. Donec tempus risus a ligula fringilla viverra. Integer ncidunt, mauris eu dictum ultricies, nibh augue viverra velit, vel vulputate urna sem quis lacus. Sed odio massa, pulvinar nec elit vel, dignissim lacinia erat.
E am cursus arcu quis est maximus pharetra. Nam magna odio, facilisis sit amet interdum nec, pharetra sed massa. Phasellus ornare est arcu, id ncidunt nunc blandit nec. Curabitur nulla metus, lacinia tempus ncidunt in, maximus eget est. E am nec vehicula nunc, non varius erat. Aenean non purus ornare neque ultricies ncidunt. Praesent consectetur turpis dui, nec suscipit diam placerat quis. Quisque aliquet lorem justo, nec condimentum magna euismod a. Duis a sapien ultrices, ultrices justo id, sagi s ipsum. Fusce ornare libero a dolor semper, nec rhoncus nisi aliquet. Mauris imperdiet viverra.

}}

== Soil, Soil, Soil ==

{{APBI
|URL=soil.ca
|Date=Dec 12, 223
|Authors=Izzy
|Summary=

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Morbi ac tellus a nulla rutrum consequat. Duis in volutpat mauris. Morbi sed quam elit. Nam aliquam orci sem, vel egestas risus luctus nec. Pellentesque at urna eget elit convallis por tor. Suspendisse poten . Ut quis lectus ornare tortor volutpat tempus. Mauris vitae efficitur dui. Ut vel aliquet diam, eget egestas nisi. Sed at accumsan orci. Sed facilisis tris que eros in pre um. Nunc rhoncus neque eu orci vehicula, vitae aliquam metus gravida. Sed lacinia ex quis nunc finibus fermentum. Donec tempus risus a ligula fringilla viverra. Integer ncidunt, mauris eu dictum ultricies, nibh augue viverra velit, vel vulputate urna sem quis lacus. Sed odio massa, pulvinar nec elit vel, dignissim lacinia erat.
E am cursus arcu quis est maximus pharetra. Nam magna odio, facilisis sit amet interdum nec, pharetra sed massa. Phasellus ornare est arcu, id ncidunt nunc blandit nec. Curabitur nulla metus, lacinia tempus ncidunt in, maximus eget est. E am nec vehicula nunc, non varius erat. Aenean non purus ornare neque ultricies ncidunt. Praesent consectetur turpis dui, nec suscipit diam placerat quis. Quisque aliquet lorem justo, nec condimentum magna euismod a. Duis a sapien ultrices, ultrices justo id, sagi s ipsum. Fusce ornare libero a dolor semper, nec rhoncus nisi aliquet. Mauris imperdiet viverra.

}}

== Soil is Fun ==

{{APBI
|URL=http://test.ca
|Date=soil
|Authors=soil
|Summary=

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Morbi ac tellus a nulla rutrum consequat. Duis in volutpat mauris. Morbi sed quam elit. Nam aliquam orci sem, vel egestas risus luctus nec. Pellentesque at urna eget elit convallis por tor. Suspendisse poten . Ut quis lectus ornare tortor volutpat tempus. Mauris vitae efficitur dui. Ut vel aliquet diam, eget egestas nisi. Sed at accumsan orci. Sed facilisis tris que eros in pre um. Nunc rhoncus neque eu orci vehicula, vitae aliquam metus gravida. Sed lacinia ex quis nunc finibus fermentum. Donec tempus risus a ligula fringilla viverra. Integer ncidunt, mauris eu dictum ultricies, nibh augue viverra velit, vel vulputate urna sem quis lacus. Sed odio massa, pulvinar nec elit vel, dignissim lacinia erat.
E am cursus arcu quis est maximus pharetra. Nam magna odio, facilisis sit amet interdum nec, pharetra sed massa. Phasellus ornare est arcu, id ncidunt nunc blandit nec. Curabitur nulla metus, lacinia tempus ncidunt in, maximus eget est. E am nec vehicula nunc, non varius erat. Aenean non purus ornare neque ultricies ncidunt. Praesent consectetur turpis dui, nec suscipit diam placerat quis. Quisque aliquet lorem justo, nec condimentum magna euismod a. Duis a sapien ultrices, ultrices justo id, sagi s ipsum. Fusce ornare libero a dolor semper, nec rhoncus nisi aliquet. Mauris imperdiet viverra.

}}

== Hello ==

{{APBI
|URL=po.ta.to
|Date=July 26th, 2017
|Authors= Unknown
|Summary= Here is a potato.

That is it.

}}

== Test ==

{{APBI
|URL=hello
|Date=today
|Authors=julie
|Summary=test

[[File:MCML exterior2.jpg|thumb|MacMillan]]

}}

== New Soil Article ==

{{APBI
|URL=http://google.ca
|Date=Today
|Authors=Jon
|Summary=
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.

}}

== asd ==

{{APBI
|URL=
|Date=
|Authors=
|Summary=

Հայերեն Shqip ‫العربية‫العربية Български Català 中文简体 Hrvatski Česky Dansk Nederlands English Eesti Filipino Suomi Français ქართული Deutsch Ελληνικά ‫עברית‫עברית हिन्दी Magyar Indonesia Italiano Latviski Lietuviškai македонски Melayu Norsk Polski Português Româna Pyccкий Српски Slovenčina Slovenščina Español Svenska ไทย Türkçe Українська Tiếng Việt
Lorem Ipsum
"Neque porro quisquam est qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit..."
"There is no one who loves pain itself, who seeks after it and wants to have it, simply because it is pain..."

What is Lorem Ipsum?
Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged. It was popularised in the 1960s with the release of Letraset sheets containing Lorem Ipsum passages, and more recently with desktop publishing software like Aldus PageMaker including versions of Lorem Ipsum.

Why do we use it?
It is a long established fact that a reader will be distracted by the readable content of a page when looking at its layout. The point of using Lorem Ipsum is that it has a more-or-less normal distribution of letters, as opposed to using 'Content here, content here', making it look like readable English. Many desktop publishing packages and web page editors now use Lorem Ipsum as their default model text, and a search for 'lorem ipsum' will uncover many web sites still in their infancy. Various versions have evolved over the years, sometimes by accident, sometimes on purpose (injected humour and the like).

Where does it come from?
Contrary to popular belief, Lorem Ipsum is not simply random text. It has roots in a piece of classical Latin literature from 45 BC, making it over 2000 years old. Richard McClintock, a Latin professor at Hampden-Sydney College in Virginia, looked up one of the more obscure Latin words, consectetur, from a Lorem Ipsum passage, and going through the cites of the word in classical literature, discovered the undoubtable source. Lorem Ipsum comes from sections 1.10.32 and 1.10.33 of "de Finibus Bonorum et Malorum" (The Extremes of Good and Evil) by Cicero, written in 45 BC. This book is a treatise on the theory of ethics, very popular during the Renaissance. The first line of Lorem Ipsum, "Lorem ipsum dolor sit amet..", comes from a line in section 1.10.32.

The standard chunk of Lorem Ipsum used since the 1500s is reproduced below for those interested. Sections 1.10.32 and 1.10.33 from "de Finibus Bonorum et Malorum" by Cicero are also reproduced in their exact original form, accompanied by English versions from the 1914 translation by H. Rackham.

Where can I get some?
There are many variations of passages of Lorem Ipsum available, but the majority have suffered alteration in some form, by injected humour, or randomised words which don't look even slightly believable. If you are going to use a passage of Lorem Ipsum, you need to be sure there isn't anything embarrassing hidden in the middle of text. All the Lorem Ipsum generators on the Internet tend to repeat predefined chunks as necessary, making this the first true generator on the Internet. It uses a dictionary of over 200 Latin words, combined with a handful of model sentence structures, to generate Lorem Ipsum which looks reasonable. The generated Lorem Ipsum is therefore always free from repetition, injected humour, or non-characteristic words etc.

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Start with 'Lorem
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The standard Lorem Ipsum passage, used since the 1500s

"Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum."

Section 1.10.32 of "de Finibus Bonorum et Malorum", written by Cicero in 45 BC

"Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem. Ut enim ad minima veniam, quis nostrum exercitationem ullam corporis suscipit laboriosam, nisi ut aliquid ex ea commodi consequatur? Quis autem vel eum iure reprehenderit qui in ea voluptate velit esse quam nihil molestiae consequatur, vel illum qui dolorem eum fugiat quo voluptas nulla pariatur?"

1914 translation by H. Rackham

"But I must explain to you how all this mistaken idea of denouncing pleasure and praising pain was born and I will give you a complete account of the system, and expound the actual teachings of the great explorer of the truth, the master-builder of human happiness. No one rejects, dislikes, or avoids pleasure itself, because it is pleasure, but because those who do not know how to pursue pleasure rationally encounter consequences that are extremely painful. Nor again is there anyone who loves or pursues or desires to obtain pain of itself, because it is pain, but because occasionally circumstances occur in which toil and pain can procure him some great pleasure. To take a trivial example, which of us ever undertakes laborious physical exercise, except to obtain some advantage from it? But who has any right to find fault with a man who chooses to enjoy a pleasure that has no annoying consequences, or one who avoids a pain that produces no resultant pleasure?"

Section 1.10.33 of "de Finibus Bonorum et Malorum", written by Cicero in 45 BC

"At vero eos et accusamus et iusto odio dignissimos ducimus qui blanditiis praesentium voluptatum deleniti atque corrupti quos dolores et quas molestias excepturi sint occaecati cupiditate non provident, similique sunt in culpa qui officia deserunt mollitia animi, id est laborum et dolorum fuga. Et harum quidem rerum facilis est et expedita distinctio. Nam libero tempore, cum soluta nobis est eligendi optio cumque nihil impedit quo minus id quod maxime placeat facere possimus, omnis voluptas assumenda est, omnis dolor repellendus. Temporibus autem quibusdam et aut officiis debitis aut rerum necessitatibus saepe eveniet ut et voluptates repudiandae sint et molestiae non recusandae. Itaque earum rerum hic tenetur a sapiente delectus, ut aut reiciendis voluptatibus maiores alias consequatur aut perferendis doloribus asperiores repellat."

1914 translation by H. Rackham

"On the other hand, we denounce with righteous indignation and dislike men who are so beguiled and demoralized by the charms of pleasure of the moment, so blinded by desire, that they cannot foresee the pain and trouble that are bound to ensue; and equal blame belongs to those who fail in their duty through weakness of will, which is the same as saying through shrinking from toil and pain. These cases are perfectly simple and easy to distinguish. In a free hour, when our power of choice is untrammelled and when nothing prevents our being able to do what we like best, every pleasure is to be welcomed and every pain avoided. But in certain circumstances and owing to the claims of duty or the obligations of business it will frequently occur that pleasures have to be repudiated and annoyances accepted. The wise man therefore always holds in these matters to this principle of selection: he rejects pleasures to secure other greater pleasures, or else he endures pains to avoid worse pains."

help@lipsum.com
Google Analytics

}}

== New Test 2 ==

{{APBI
|URL=adfsadf
|Date=sdfasdf
|Authors=sdfsdf
|Summary=sdfsdf

asdfasdfasdf

}}

== Producers explore the ABCs of do-it-yourself soil health tests ==

{{APBI
|URL=https://www.manitobacooperator.ca/livestock/producers-explore-the-abcs-of-do-it-yourself-soil-health-tests/
|Date=August 9, 2017
|Authors=Alexis Stockford
|Summary=The science behind soil health might be complex, but most of the tests showcased during the latest Manitoba Beef and Forage Initiatives workshop could be done with equipment bought from a dollar store.

}}

UBC Wiki:Books/dsds

2017-01-04T18:49:15Z

Novak: Created page with "{{saved_book}} ;intro :Lesson 01 :Lesson 02 :Lesson 03 :Course:FNH200/Lesson 01|Lesson 0..."

{{saved_book}}

;intro
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:[[Course:FNH200/Lesson 01|Lesson 01]]
;advanced
:[[Course:FNH200/Lesson 04|Lesson 04]]
:[[Course:FNH200/Lesson 02|Lesson 02]]
:[[Course:FNH200/Lesson 03|Lesson 03]]
:[[Course:FNH200/Lesson 04|Lesson 04]]

[[Category:Books|dsds]]

UBC Wiki:Books/open lfs

2017-01-04T18:46:19Z

Novak: Created page with "{{saved_book}} :Lesson 01 :Lesson 02 :Lesson 03 :Lesson 04 ..."

{{saved_book}}

:[[Course:FNH200/Lesson 01|Lesson 01]]
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[[Category:Books|open lfs]]

User:Will Engle

2016-11-25T17:38:46Z

Novak:

==Slide Test==

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Category:Introduction to Chemical Engineering Processes

2016-10-28T16:03:47Z

Novak: Created page with "a"

File:Test33.png

2016-02-12T23:37:50Z

Novak: User created page with UploadWizard

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[[Category:Uploaded with UploadWizard]]

Course talk:APBI200/Archive/2013-14WT2

2015-12-24T04:31:01Z

Novak: Novak moved page Course talk:APBI200/Discussions/2015-16WT2/Discussions/2013-14WT2 to Course talk:APBI200/Discussions/2014-15WT2/Discussions/2013-14WT2 without leaving a redirect

Course talk:APBI200/Archive/2014-15WT2

2015-12-24T04:31:00Z

Novak: Novak moved page Course talk:APBI200/Discussions/2015-16WT2 to Course talk:APBI200/Discussions/2014-15WT2 without leaving a redirect

Course talk:APBI200/Archive/2013-14WT2

2015-12-24T04:28:05Z

Novak: Novak moved page Course talk:APBI200/Discussions/2013-14WT2 to Course talk:APBI200/Discussions/2015-16WT2/Discussions/2013-14WT2 without leaving a redirect: regular discussian archiving

Course talk:APBI200/Archive/2014-15WT2

2015-12-24T04:28:04Z

Novak: Novak moved page Course talk:APBI200 to Course talk:APBI200/Discussions/2015-16WT2 without leaving a redirect: regular discussian archiving

Template:Infobox Person Sumit Dayal

2015-12-11T08:31:50Z

Novak: Removed protection from "Template:Infobox APBI200"

{|class="infobox" width="250px"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" | APBI200 Introduction to Soil Science
|-
!scope="row" colspan="2"| [[Image:Soil Profile.png|250px]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:250px; color: white; font-size:10pt;" | '''Course Info'''
|-
| style="font-size:9pt; text-align: right;" | ''Instructor 001:''
| style="font-size:9pt; padding-left: 5px;" | [http://www.landfood.ubc.ca/directory/faculty/professors-and-instructors/maja-krzic Dr. Maja Krzic]
|-
| style="font-size:9pt; text-align: right;" | ''Email:''
| style="font-size:9pt; padding-left: 5px;" | maja.krzic@ubc.ca
|-
| style="font-size:9pt; text-align: right;" | ''Office:''
| style="font-size:9pt; padding-left: 5px;" | MCML 227
|-
|-
| style="font-size:9pt; text-align: right;" | ''Instructor 002:''
| style="font-size:9pt; padding-left: 5px;" | [http://www.landfood.ubc.ca/person/sandra-brown/ Dr. Sandra Brown]
|-
| style="font-size:9pt; text-align: right;" | ''Email:''
| style="font-size:9pt; padding-left: 5px;" | sandra.brown@ubc.ca
|-
| style="font-size:9pt; text-align: right;" | ''Office:''
| style="font-size:9pt; padding-left: 5px;" | MCML 156
|-
| style="font-size:9pt; text-align: right;" | ''Maja's Office Hour:''
| style="font-size:9pt; padding-left: 5px; padding-right: 2em;" | Wed 12:00 to 13:00
|-
| style="font-size:9pt; text-align: right;" | ''Sandra's Office Hour:''
| style="font-size:9pt; padding-left: 5px; padding-right: 2em;" | Mon 15:00 to 16:00
|-
| style="font-size:9pt; text-align: right;" | ''Classroom:''
| style="font-size:9pt; padding-left: 5px;" |Lecture 001: MCML 166Lab: MCML 102A
|-
| style="font-size:9pt; text-align: right;" | ''Classroom:''
| style="font-size:9pt; padding-left: 5px;" |Lecture 002: ESB 1012Lab: MCML 102A
|-
| style="font-size:9pt; text-align: right;" | ''TAs:''
| style="font-size:9pt; padding-left: 5px;" | [[Course:APBI200/Teaching Assistants|TA Info]]
|-
| style="font-size:9pt; text-align: right;" | ''Syllabus:''
| style="font-size:9pt; padding-left: 5px;" | [http://lfs-sw.sites.olt.ubc.ca/files/2014/12/APBI200-OUTLINE_2015_Dec1014.pdf 2015 Syllabus]
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''Course Material'''
|-
| style="font-size:9pt; font-weight:normal; padding-left: 10px;" | [[Course:APBI200/Lecture Notes|Lecture Notes]]
| style="font-size:9pt; font-weight:normal; padding-left: 10px;" | [http://lfs-sw.sites.olt.ubc.ca/files/2014/12/APBI200_Lab-Manual_2014_ver2.pdf Lab Manual]
|-
| style="font-size:9pt; font-weight:normal;padding-left: 10px;" | [[Course:APBI200/Problem Sets|Problem Sets]]
| style="font-size:9pt; font-weight:normal; padding-left: 10px;" | [[Course:APBI200/Old Exams|Old Exams]]
|-
| style="font-size:9pt; font-weight:normal; padding-left: 10px;" | [[Course:APBI200/Lab Tips|Lab Tips]]
|-

! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''Course Discussion'''
|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course_talk:APBI200|Discussion Forum]]
|-
|}

<noinclude>
[[category:Infobox Templates]]
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Documentation:UBC Content Management System

2015-09-24T18:24:37Z

Novak: /* Support */

{| align="right" class="infobox"
! colspan="2" style="background:#002859; width:300px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" | {{PAGENAME}}
|-
!scope="row" colspan="2"| [[{{{picture|Image:CMS-homepage-ubc-collab.jpg}}}|300px| UBC CMS]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;" | {{{Unit|}}}
|-
| style="font-size:9pt; text-align: right;" | ''Overview: http://cms.ubc.ca''
| style="font-size:9pt; padding-left: 5px;" | {{{overview|}}}
|}

'''Please Note:''' A new CLF WordPress Theme (named UBC Collab) was added to the WordPress CMS service in March 2013. Some of the documentation here currently pertains to an older version of the CLF WordPress Theme. New and revised documentation will soon be added to include helpful tips for sites using UBC Collab. Do you have issues with the theme? If so please document [[Documentation:UBC Content Management System/Collab Issues|here.]]

Welcome to the Documentation Codex for the [http://cms.ubc.ca UBC CMS Service]. Here you can find ''[[Documentation:WordPress_Documentation_Style_Guide|and contribut]]e'' to the UBC CMS support and help documentation. The pages below are an effort to document best practices and provide users with tutorials on how to use the WordPress-based CMS service. You can also download this material as a [[UBC_Wiki:Books/UBC_CMS_Guide|pdf wiki book]].

==Getting Started==
*[[Documentation:UBC Content Management System/About|About the UBC CMS Platform]]
*[[Documentation:UBC Content Management System/Differences between UBC CMS and UBC Blogs|Differences between UBC CMS and UBC Blogs]]
*[[Documentation:UBC Content Management System/Requesting a Site|Requesting a Site]]
*[[Documentation:UBC Content Management System/List of CTLT Sites by WordPress Theme Grid|Examples of UBC Websites Created Through the CMS Service]]
==UBC Collab Theme==
An implementation of the CLF 7 in WordPress.

*[[Documentation:UBC Content Management System/UBC Collab Theme|Theme Options Overview]]
*[[Documentation:UBC Content Management System/UBC Collab Theme/UBC Collab Theme Options Index|Theme Options Index]]
*[[Documentation:UBC Content Management System/UBC Collab Theme/UBC CLF Options|UBC CLF Options]]
*[[Documentation:UBC Content Management System/UBC Collab Theme/Layout Options|Layout Options]]
*[[Documentation:UBC Content Management System/UBC Collab Theme/Frontpage|Frontpage Options]]
*[[Documentation:UBC Content Management System/UBC Collab Theme/Navigation|Navigation Options]]
*[[Documentation:UBC Content Management System/UBC Collab Theme/Display Options|Display Options]]
*[[Documentation:UBC Content Management System/UBC Collab Theme/SEO|SEO]]
*[[Documentation:UBC Content Management System/UBC Collab Theme/Export|Export]]
*[[Documentation:UBC Content Management System/UBC Collab Theme/Import|Import]]
*[[Documentation:UBC Content Management System/UBC Collab Theme/Global Theme Options|Global Theme Options]]

===Compatibility with UBC Advance Theme===
* [[Documentation:UBC_Content_Management_System/Plugins|Plugins]] - All third party plugins are available in UBC Collab theme.
* Theme options and theme specific features - please visit http://cms.ubc.ca for latest progress.

[[Documentation_talk:UBC_Content_Management_System/UBC_Collab/Issues/|Current UBC Collab Issues]]

==UBC CLF Advanced Theme==
{{PDF version|||[[UBC_Wiki:Books/UBC_CMS_Guide|the CMS Documentation Codex]]}}

The UBC Advanced Theme is now currently being phased out, please consider switching to the new CLF theme. You can find instructions regarding switching [http://cms.ubc.ca/2013/03/04/ubc-clf-wordpress-theme-now-available/ here]

The UBC Advanced Theme allows users to develop UBC branded websites using the full UBC common look and feel.

* [[Documentation:UBC_Content_Management_System/CLF_Theme|Theme Options Overview]]
* [[Documentation:UBC_Content_Management_System/CLF_Theme/UBC CLF Theme Options Index|Theme Options Index]]
* [[Documentation:UBC Content Management System/CLF Theme/UBC CLF Options|UBC CLF Options]]
* [[Documentation:UBC_Content_Management_System/CLF_Theme/Layout Options|Layout Options]]
* [[Documentation:UBC_Content_Management_System/CLF_Theme/Font and Colour Options|Font and Colour Options]]
* [[Documentation:UBC_Content_Management_System/CLF_Theme/Navigation Options|Navigation Options]]
* [[Documentation:UBC Content Management System/CLF Theme/Display Options|Display Options]]
* [[Documentation:UBC_Content_Management_System/CLF_Theme/Frontpage Options|Frontpage Options]]
* [[Documentation:UBC Content Management System/CLF Theme/Custom Fields Options|Custom Fields Options]]
* [[Documentation:UBC Content Management System/CLF Theme/Search Engine Optimization (SEO) Options|SEO Options]]
* [[Documentation:UBC Content Management System/CLF Theme/Export Option|Export Option]]
* [[Documentation:UBC Content Management System/CLF Theme/Import Option|Import Option]]
* [[Documentation:UBC Content Management System/CLF Theme/Global Theme Settings|Global Theme Settings]]
* [[Documentation:UBC Content Management System/CLF Theme/Page Templates|Page Templates]]

==Adding Content==

*[[Documentation:UBC Content Management System/Dashboard|Overview of the WordPress Dashboard]]
*[[Documentation:UBC Content Management System/Pages and Posts|Pages and Posts]]
*[[Documentation:UBC_Content_Management_System/Categories|Categories]]
*[[Documentation:UBC_Content_Management_System/Tags|Tags]]
*[[Documentation:UBC Content Management System/Adding Images and Media|Adding Images, Media and Other Files]]
*[[Documentation:UBC_Content_Management_System/How_to/How do I create a link using an image?|Linking to images]]
*[[Documentation:UBC_Content_Management_System/How_to/How do I add or upload a video to my site?|Videos]]
*[[Documentation:UBC_Content_Management_System/Adding_People_Profiles|Adding Profiles]]
*[[Documentation:UBC_Content_Management_System/Managing_People_Profiles_and_Directories|Configuring People Profiles]]
*[[Documentation:UBC_Content_Management_System/Widgets|Widgets]]
*[[Documentation:UBC_Content_Management_System/Embedding Google Maps|Maps]]
*[[Documentation:UBC_Content_Management_System/Plugins/Gravity Forms|Forms]]
*[[Documentation:UBC_Content_Management_System/Plugins/Sharedaddy|Adding social media sharing links]]
*[[Documentation:UBC_Content_Management_System/CLF_Theme/How_to_embed_a_news_feed_from_RSS|Embedding RSS Feeds]]
*[[Documentation:UBC_Content_Management_System/What_is_a_shortcode%3F|Shortcodes]]

==Creating the Site Structure==
*[[Documentation:UBC_Content_Management_System/CLF_Theme/Creating_Custom_Menus|Menus]]
*[[Documentation:UBC Content Management System/Widgets|Widgets]]
*[[Documentation:UBC_Content_Management_System/CLF_Theme/Frontpage Options|Customizing the Front Page]]
*[[Documentation:UBC Content Management System/Shortcodes/Column|Dividing a page into columns]]
*[[Documentation:UBC_Content_Management_System/How_to/How do I hide a widget from a widget area on select pages?|Hiding widgets from a widget area on select pages]]
*[[Documentation:UBC_Content_Management_System/How_to/How do I link to a category archive page?|Linking to a category archive page]]
*[[Documentation:UBC_Content_Management_System/Embedding Google Maps|Embedding Google Maps]]
*[[Documentation:UBC Content Management System/CLF Theme/Embedding UBC Events Calendar|Embedding UBC Events Calendar]]
*[[Documentation:UBC Content Management System/CLF Theme/How to embed content from the UBC Wiki|Embedding content from the UBC Wiki]]
*[[Documentation:UBC Content Management System/CLF Theme/How to insert a Spotlight Rotation in a Page|Inserting a spotlight rotation slideshow in a Page]]
*[[Documentation:UBC_Content_Management_System/How_to/How do I properly remove the spotlight slideshow on the front page?|Removing the spotlight slideshow from the front page]]
*[[Documentation:UBC Content Management System/How to/How do I create a link using an image?#Linking the image to a document|Linking an image to a document in the Media Library]]
*[[Documentation:UBC Content Management System/CLF Theme/How to set up search on the CLF utility bar|Setting up the search bar (CLF)]]
*[[Documentation:UBC_Content_Management_System/What_is_a_shortcode%3F|Shortcodes]]
*[[Documentation:UBC Content Management System/CLF Theme/Page Templates|Page Templates]]

==Adding Functionality to the Site==
*[[Documentation:UBC_Content_Management_System/Plugins|Plugins]]
*[[Documentation:UBC_Content_Management_System/Plugins/Enabling Plugins|Enabling Plugins]]
*[[Documentation:UBC_Content_Management_System/Plugins/Gravity Forms|Forms]]
*[[Documentation:UBC_Content_Management_System/Plugins/Gravity Forms/UBC ePayment| UBC ePayment Forms]]
*[[Documentation:UBC_Content_Management_System/Plugins/Sharedaddy|Adding social media sharing links]]
*[[Documentation:UBC Content Management System/Widgets/Twitter Widget|Adding the Twitter Widget]]
*[[Documentation:UBC_Content_Management_System/Plugins/Redirection|Configuring the Redirection Plugin]]
*[[Documentation:UBC Content Management System/Plugins/Display Links by Category|Adding Links/Blogroll]]
*[[Documentation:UBC Content Management System/Plugins/Create HTML Tables|Configuring the HTML editor to create tables]]

==Custom Coding==
*[[Documentation:UBC_Content_Management_System/How_to/How do I add JavaScript files on each page of my site?|Adding Javascript Files to Site Pages]]
*[[Documentation:UBC_Content_Management_System/How_to/How do I add custom CSS to my site?|Adding Custom CSS]]
*[[Documentation:CLF_Advanced_WordPress_Theme/How_to_add_borders_to_table|Adding borders to an HTML table]]
*[[Documentation:UBC_Content_Management_System/Custom Themes|Custom Themes]]

==Privacy==
*[[Documentation:UBC Content Management System/Privacy/Site Visibility|Site Visibility]]
*[[Documentation:UBC_Content_Management_System/How_to/How_to_password_protect_a_page_or_post%3F|Password Protect an Individual Page]]
*[[Documentation:UBC_Content_Management_System/Plugins/Feed Key Generator|Private Feed Keys]]
*[[Documentation:UBC_Content_Management_System/How_to/How_to_delete_a_site|Delete a site]]

==User Management==
*[[Documentation:UBC_Content_Management_System/How_to/How_do_I_add_a_new_user_to_my_site%3F|Adding Users]]
*[[Documentation:UBC Content Management System/Disabling Comments On a Page|Disabling Comments On a Page]]
*[[Documentation:UBC Content Management System/Disabling Comments On a Post|Disabling Comments On a Post]]
*[[Documentation:UBC Content Management System/CLF Theme/How to disable comments site-wide|Disabling Comments Site-Wide (CLF Theme)]]

==Final Steps==
*[[Documentation:UBC Content Management System/How to/How do I add Google Analytics to my site?|Adding Google Analytics]]
*[[Documentation:UBC_Content_Management_System/CLF_Theme/Search_Engine_Optimization_(SEO)_Options|Search Engine Optimization (SEO)]]
*[[Documentation:UBC_Content_Management_System/Going_Live|"Publishing" the site]] - Going Live

==Site Migrations==
*[[Documentation:UBC_Content_Management_System/Site_Migration|Site Migration]] - using the Import/Export process

==Questions?==
*[[Documentation:{{PAGENAME}}/How to|How to]] - A list of short tutorials on how to get stuff done. Add your questions and we'll try to answer them.
*[[Documentation:UBC_Content_Management_System/Knowledge_Repository|Knowledge Base]] - A very informal space where we capture help requests. Eventually this content will be moved into the main help pages.
*[[Documentation:UBC_Content_Management_System/Index|Index]] - An index of UBC CMS support pages.

==Support==
If you couldn't find an answer to your question on the UBC Wiki, you can leave your question on the Wiki, send us a support ticket or visit us for a one-on-one in-person clinic.
* Send a ticket to UBC CMS support: [http://support.cms.ubc.ca/submit-question-form/ http://support.cms.ubc.ca/submit-question-form/]
* [http://cms.ubc.ca In-person clinic]: Select the post with your desired attendance date found in the "Upcoming Clinic and Training" section under the "RSVP for Clinics" heading.

{{cc-by-sa-2.0}}

[[Category:UBC Web Services]] [[Category:UBC CMS]] [[Category:Learning Technologies]] [[Category:Web Design]]

User:Novak/Books/September 2015

2015-06-16T18:22:37Z

Novak: Created page with "{{saved_book | setting-papersize = Letter | setting-showtoc = 1 | setting-columns = 1 }} == September 2015 == ;Intro :Lesson 01 ;Advanced :Co..."

{{saved_book
| setting-papersize = Letter
| setting-showtoc = 1
| setting-columns = 1
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== September 2015 ==
;Intro
:[[Course:FNH200/Lesson 01|Lesson 01]]
;Advanced
:[[Course:FNH200/Lesson 02|Lesson 02]]
:[[Course:FNH200/Lesson 03|Lesson 03]]

[[Category:Books|September 2015]]

Course:ENGL419/Books

2015-04-21T04:47:38Z

Novak:

<dpl>
titlematch=ENGL419/Books/%
namespace=Course
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</dpl>

Documentation:Google Business View/Case Study 2

2015-04-12T19:21:44Z

Novak: /* Assessments */

== The Pacific Museum of Earth Virtual Field Trip ==

The Pacific Museum of Earth is a small museum containing geologic samples which is an effective science based learning environment for a Virtual Field Trip of grades K-12. We have embedded education resources including; an introduction video by the curator, Google Slides to allow students to document their experiences, Google Forms to evaluate the students' experience, Wikipedia articles describing exhibits and YouTube videos also describing exhibits. Embedding these media shows the dynamic ability of Google Business View as an education learning environment.

{| class="wikitable"
|-
! Access to the Pacific Museum of Earth:
|-
| https://walkinto.in/tour/e1IHQx_lhggJx8S7luehl.
|}

The link to the Pacific Museum of Earth VFT can be posted to Google Classroom (or any LMS). Google Classroom is part of the Google Apps for Education suite, and many school boards are utilizing these products. Google Classroom can be accessed here, if you have a Google for Education account: [https://www.google.com/edu/products/productivity-tools/classroom/index.html Google Classroom]

''Post the PME VFT link to the Classroom Stream as an Announcement''

[[File:Google Classroom VFT Link.png|centre|600px|Navigation arrows GBV]]

==Intended Audiences==

====Public School Teachers====
K-12 teachers who would like to provide their learners with a virtual field trip involving geology, oceanography, palaeontology experiences.

====Museum or Library Educators====

Educators looking to supplement the learning experience of patrons participating in Museum, or Library events, or to enhance Museum, or Library resources.

====Parents====

Parents looking to provide their children with a virtual learning experience. This may be used before an actual field trip to the Pacific Museum of Earth.

====Learners====

Learners can use the Virtual Field Trip to go back to the physical environment without having to be physically there. Using "iframed" within the Google Business Virtual Field Trip, instructors or course/space designers can add various teaching and learning materials, media and quizzes or polls. This may allow students to communicate with their instructors or peers locally, or internationally

==How to Use the Virtual Field Trip==

====Software Requirements====

Google Business View is a cloud based software and is available through any web browser, and on various operating systems including Android, iOS and Windows. It is powered by Street View technology within Google Maps.
Google Business View can be accessed through this link on your PC: http://www.google.ca/intl/en-GB/maps/about/partners/businessview/.

===Navigating Through This Virtual Field Trip===
Learners navigate through the museum and exploring different area by using the navigation arrows.

[[File:Navigation Arrorws2.png|centre|600px|Navigation arrows GBV]]

Learners can navigate to specific sections by using the left hand menu.

[[File:Navigation Menu.png|centre|600px|Navigation Menu]]

Throughout the museum are videos, media and an exit ticket which can be selected by either entering an area, or selecting a pop-up icon.

[[File:Media icon2.png|460px]]
[[File:Media example.png|460px]]

===[[Documentation:Google_Business_View/Case_Study_2|The Pacific Museum of Earth Virtual Field Trip]]===

In the following guide, we will show teachers how to utilize Google Business View as a platform for learning materials from the Google Apps for Education suite of products (Google Docs, Drawings, Slides and Forms), explain how they may be used to enhance the VFT, and provide teachers and students with an online environment to share knowledge gained and collaborate with each other while navigating through the platform.

==Learning Objectives==

'''Suggested Objective for Students: Developing a Learning Resource for the PME (Research Project)'''

At the onset of the VFT, all students will read the following message:

Hello students, and welcome to the Pacific Museum of Earth (PME), located on the beautiful Vancouver campus of the University of British Columbia!

Before you begin your virtual tour, please go to the “Welcome from the Curator” screen and watch as Dr. Hodge tells you about the PME. You may get an idea of what exhibits you would like to visit first!

Then, you are free to navigate around the museum. YOU MUST:

1) Complete research notes as you go through the tour in the class Google Slides app (the link to the document can be found on this page: http://goo.gl/NwQDtL). Choose a slide by typing your name as the title. If you need more than 1 slide, click on the + button while on your slide, and a new slide will be created after yours! Remember to also type your name on the new slide(s).

2) Visit ALL exhibits and complete ALL learning materials attached to the exhibits. Your teacher will receive your responses, and this will count toward your final mark.

3) Complete the Exit Ticket at the end of the tour.

4) Choose ONE topic from your research notes (such as “How a cell phone screen is made”) that you would like to explore further, as you will be asked to create a learning resource for the museum along with your classmates. A learning resource about your chosen topic could include (but is not limited to): a video, slideshow, pamphlet, poster, infographic, article, etc.

Have fun!

''NB: Since this message will be accessed directly from the "Learning Goals" screen in the VFT, they are free to refer back to it as they please.''

'''The Scientific Inquiry/Research Skill Continuum''':

Research includes both primary research, which is done through first-hand, direct observation of objects and processes (physical classroom activities, pre or post-VFT), and secondary research, which is done by reviewing the work and the findings of others (during VFT).

''Initiating and Planning'':

The student asks questions that demonstrate curiosity about the world around him or her.

''Performing and Recording'':

The student selects information from prior knowledge, other people, and observations made during his or her explorations.

The student acknowledges the use of information sources (e.g., specific people).

''Analyzing and Interpreting'':

The student proposes an answer to the question being investigated, on the basis of information gathered.

The student describes steps taken to answer the question. <ref> Ontario Ministry of Education. (2007). The Ontario Curriculum Grades 1-8 Science and Technology. (Pg 15-16). Retrieved March 29th 2015. http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf</ref>

[[File:Student pointing to a geode.JPG|centre|600px|Navigation arrows GBV]]

''A Grade 5 student in Timmins, Ontario points to a geode he has seen before''

==Curriculum Expectations==

Here are some Ontario curriculum expectations the Pacific Museum of Earth VFT would lend itself to:

GRADE 4 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING EARTH AND SPACE SYSTEMS: ROCKS AND MINERALS

OVERALL EXPECTATIONS

Students will: 1. assess the social and environmental impacts of human uses of rocks and minerals; 2. investigate, test, and compare the physical properties of rocks and minerals; 3. demonstrate an understanding of the physical properties of rocks and minerals. <ref>Ontario Ministry of Education. (2007). The Ontario Curriculum Grades 1-8 Science and Technology. (Pg 93). Retrieved March 29th 2015 http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf</ref>

GRADE 5 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING STRUCTURES AND MECHANISMS: FORCES ACTING ON STRUCTURES

OVERALL EXPECTATIONS

Students will: 1. analyse social and environmental impacts of forces acting on structures and mechanisms; 2. investigate forces that act on structures and mechanisms

GRADE 6 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING EARTH AND SPACE SYSTEMS: SPACE

OVERALL EXPECTATIONS

Students will: 1. assess the impact of space exploration on society and the environment; 2. investigate characteristics of the systems of which the earth is a part and the relationship between the earth, the sun, and the moon; 3. demonstrate an understanding of components of the systems of which the earth is a part, and explain the phenomena that result from the movement of different bodies in space. <ref>Ontario Ministry of Education. (2007). The Ontario Curriculum Grades 1-8 Science and Technology. (Pg 121). Retrieved March 29th 2015 http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf</ref>

Here are some British Columbia curriculum expectations the Pacific Museum of Earth VFT would lend itself to:

GRADE 3 BC SCIENCE CURRICULUM EXPECTATIONS:

Strand: EARTH AND SPACE SCIENCE

OVERALL EXPECTATIONS

Describe characteristics and movements of objects in our solar system.

GRADE 7 BC SCIENCE CURRICULUM EXPECTATIONS:

Strand: EARTH AND SPACE SCIENCE

OVERALL EXPECTATIONS

Students will: 1. compare the characteristics of the Earth’s core, mantle, and crust, and describe the formation of rocks; 2. analyse the dynamics of tectonic plate movement and landmass formation; 3. explain how the Earth’s surface changes over time <ref>https://www.bced.gov.bc.ca/irp/pdfs/sciences/2005scik7.pdf</ref>

==Activities==

====PRE-VFT: ACTIVATION====

'''Introductory Video'''

Students will play the introductory video at the beginning of the virtual tour to engage and interest the student in the activity. The video features a welcome message from the Museum Curator, and a brief outline of the exhibits that await the students.

'''KWL Chart'''

As specified in Learning Objectives, students should engage in various types of research pertaining to one or more of the topics displayed in the virtual museum tour. Using a K-W-L chart, students can prepare to research a topic and use it to track information gathered along the way. This tool will help students confirm what they know about a topic and encourage them to think about how they want to focus their research. Ask students leading questions for each column of the chart, such as, “What do you already ‘know’ about this topic?” “What things do you ‘want’ to learn about the topic, so you can focus your research?” and “What did you ‘learn’ from doing your research?” <ref>K-W-L Chart. (2013). Retrieved March 11, 2015, from http://www.readwritethink.org/classroom-resources/printouts/chart-a-30226.html</ref>

Below is a link that educators may use before, during and after the classroom VFT. It is a K-W-L Chart called “VFT KWL Chart” that is fully editable, and anyone with the link below may edit this document. Educators may share this document with their students through email, or directly in the Google Business View (GBV) tour as a link in a text box, perhaps at the beginning of the tour. It will prompt the student to “Make a Copy” when the link is clicked, which will, in turn, save a copy to their Google Drive. It will open in Google Drawings.

NB: The teacher is encouraged to retain the “Ditch That Textbook” insignia at the bottom right-hand corner of the document, as this will provide attribution to the initial creator of the document <ref>Miller, M. (2015, February 19). 15 FREE Google Drawings graphic organizers — and how to make your own. Retrieved March 9, 2015, from http://ditchthattextbook.com/2015/02/19/15-free-google-drawings-graphic-organizers-and-how-to-make-your-own/</ref>.

Share this link with students prior to the VFT:

https://docs.google.com/drawings/d/1PigMsy-eMATdO14y64bdL2O1y-kh3aBOuH9uMb_XAVo/copy

''Here are screenshots to show students the process.''

'''Students click on the link shared by teacher:'''

[[File:Google Drawing link Screenshot 1.png|center|600px|caption]]

'''“Make a Copy” prompt:'''

[[File:Google Drawing Make a Copy.png|center|600px|caption]]

'''The Google Drawings file will open in the Google Drawings application, and students can edit their own copy of the VFT KWL chart:'''

[[File:KWL_Chart.png|center|600px|caption]]

====DURING VFT: STUDENT NAVIGATION====

Educators may take more than one approach to a virtual field trip. Option A: Provide a prescribed path that students must follow in a sequential order, or Option B: Allow the students to create their own pathway to learning, and visit the exhibits in a way that feels naturally to them. Option A could be recommended for students who require more guidance and structure in classroom activities. Option B could be recommended for students who do not necessarily require structure, and indeed flourish when provided with choice. The VFT is designed to be used at the discretion of the educator and student, and to provide a learning environment tailored to their specific learning goals and needs.

'''Suggested Resources'''

'''Google Slides''' is a cloud-based presentation software that can be used in a VFT to collect student thoughts, ideas and research notes as the students navigate through the exhibits. An educator can create a Google Slides presentation, ensuring that each student has (at least) one slide to take notes on, and provide a link or embed the Slides within the VFT. Editing permissions are key here, as all students in the class requires editing rights to the same document. In the following screenshots, we will show you how to achieve this:

An example of a Google Slideshow created for this VFT can be found here:

https://docs.google.com/presentation/d/1qklXoKXNUAjfygkiqsMDXKJ_KoxS9752pYiwxPhHOBg/edit#slide=id.p

'''To Share with Students:'''

''Start Page for Google Slides''

[[File:Screenshot_2015-04-08_23.42.28.png|center|600px|caption]]

''Click on Share Button''

[[File:Screenshot_2015-04-08_23.42.47.png|center|600px|caption]]

''Click on Get Shareable Link''

[[File:Screenshot_2015-04-08_23.43.30.png|center|600px|caption]]

''Click on Anyone with the Link Can EDIT - this will allow all students to edit the same document''

[[File:Screenshot_2015-04-08_23.43.42.png|center|600px|caption]]

''Copy and Paste Link and Share via student email, or provide link directly on VFT in a text box''

[[File:Screenshot_2015-04-08_23.44.11.png|center|600px|caption]]

'''Zaption''' is a web-based service. Zaption transforms video-based learning with interactive content and tools that engage learners, deepen understanding, and track progress. Teachers, trainers and instructional designers use Zaption to quickly add images, text, and questions to existing online videos. With Zaption's Analytics, instructors get immediate feedback on how viewers interact with content and understand key concepts. Zaption can be accessed at the following address: [https://www.zaption.com/%20 https://www.zaption.com/ ]

An example of a video created with Zaption for this VFT can be found here: http://zapt.io/tjctbs6v

'''To Share with Students:'''

''Start Page for Video''

[[File:Screenshot 2015-04-08 23.28.20.png|center|600px|caption]]

''Click on Gear Cog and Select Tour Permissions''

[[File:Screenshot 2015-04-08 23.28.32.png|center|400px|caption]]

''Set your Tour Permissions''

[[File:Screenshot 2015-04-08 23.29.24.png|center|400px|caption]]

''Share your Video via Link or Embed Code on an LMS or Class Website''

[[File:Screenshot 2015-04-08 23.29.56.png|center|400px|caption]]

As students view the video and answer the questions, Zaption collects responses.

TOUR ANALYTICS for Basic (Free) Account:

You CAN:

- Real time tracking of all viewer activity and responses (for a free account you can have a maximum of 5 classes viewing the video you share)

- Monitor whole class progress with summary stats (good for data collection)

- View and sort responses to every question

- Option to hide viewer names when sharing responses with whole class (addresses privacy concerns)

- Track individual progress with detailed reports for every viewer (more opportunities for data collection)

You CANNOT:

Export to an LMS Gradebook or export all of these stats into a CSV file. However, if your class or Board is a Pro user, then these export options would be available. If you are a free user (and you can login using your Google account, so Zaption is a viable option for school boards who use Google Apps for Education), you can still track real-time summary statistics as your class watches the videos and answers the questions. It will simply store the data within the website in your account.

[[File:Screenshot 2015-04-08 23.27.39.png|center|600px|caption]]

====POST-VFT: EXIT TICKET / STUDENT REFLECTION====

Here is an example of an Exit Ticket that could be used at the conclusion of the VFT. It was created using Google Forms, and will automatically create a spreadsheet in order to collect student responses altogether. Educators use exit tickets as a way of collecting informal feedback from students, and they also provide a snapshot of student comprehension of the task or concept - this better informs the educator's teaching for the next day. It also challenges students to actively think about their learning experience, and report on it. This activity therefore supports and promotes metacognition, which "refers to higher order thinking which involves active control over the cognitive processes engaged in learning". <ref>A. Livingston, J. (1997). Metacognition: An Overview. Retrieved April 2, 2015, from http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm</ref>

''PME VFT Exit Ticket: Assessment as Learning''

https://docs.google.com/forms/d/13S_XD758wFlumARlwjueNOaE8c147_0WSrFXKNVfA_w/viewform?usp=send_form

'''''Sharing a Google Form with Students:'''''

''In Google Forms: Survey''

[[File:Screenshot 2015-04-09 01.22.44.png|center|600px|caption]]

''Send Form When Done''

[[File:Screenshot 2015-04-09 01.23.14.png|center|400px|caption]]

''Share Options (Link Share via student email; or Paste HTML to embed in website)''

[[File:Screenshot 2015-04-09 01.23.24.png|center|400px|caption]]

==Accommodations: Reaching All Learners==

Virtual field trips in Google Business View offers a variety of materials for many types of learners, depending on the learning materials embedded within the VFT. Examples could be: educational videos from several platforms (as long as the video has an embed code or can be shared via a link, they can be included in the VFT), images, links to websites, text boxes, audio clips, and Google Apps for Education products (Docs, Forms, Slides, etc). Educators are strongly encouraged to use the Chrome web browser to access the VFT, and to add the Chrome Read&Write extension (free) located at the following link:

https://chrome.google.com/webstore/detail/readwrite-for-google/inoeonmfapjbbkmdafoankkfajkcphgd

The Read&Write extension is a toolbar that will appear at the top of the student’s screen in any Google App. It allows students to listen to all content on their screens by placing their cursor at the beginning of any text and pressing play. Once installed in Chrome, it will present itself as a tab in the upper right-hand corner of the screen (it looks like a purple puzzle piece with “rw” written on it):

http://wiki.ubc.ca/images/8/81/Google_Doc_with_Read%26Write_Tab.png

Click on the tab. The free version of Chrome Read&Write’s toolbar will drop down (the Premium version includes materials such as highlighters and visual dictionaries):

http://wiki.ubc.ca/images/9/91/Google_Doc_with_Read%26Write_Toolbar.png

Students can also be encouraged to navigate through the VFT at their own pace, and visit exhibits in the order that feels natural to them.

==Assessments==

Assessment FOR learning is more commonly known as formative & diagnostic assessments. Assessment FOR learning is the use of a task or an activity for the purpose of determining student progress during a unit or block of instruction. Teachers are now afforded the chance to adjust classroom instruction based upon the needs of the students. Similarly, students are provided valuable feedback on their own learning.

Assessment OF learning is the use of a task or an activity to measure, record and report on a student's level of achievement in regards to specific learning expectations. These are often known as summative assessments.

Assessment AS learning is the use of a task or an activity to allow students the opportunity to use assessment to further their own learning. Self and peer assessments allow students to reflect on their own learning and identify areas of strength and need. These tasks offer students the chance to set their own personal goals and advocate for their own learning. <ref>Assessment, Evaluation and Reporting in Ontario Schools. (2010). Retrieved April 2, 2015, from http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf</ref>

'''Examples of assessments FOR, AS and OF learning:'''

''Assessment FOR Learning example(s): KWL Chart; Exit Ticket''

See 6.1 - Pre-VFT: Activation for link and instructions for KWL Chart

See 6.3 - Post-VFT: Exit Ticket / Student Reflection for link and instructions for Exit Ticket

''Assessment AS Learning example(s): Collaborative Google Slides; Zaption Video''

See 6.2 - During-VFT: Student Navigation for links and instructions

''Assessment OF Learning example: Rocks and Minerals Matching Quiz''

'''Students click on the link their teacher shares within the VFT (most likely in a text box at a Rocks and Minerals exhibit):'''

[[File:Screenshot 2015-04-08 20.50.39.png|center|600px|caption]]

'''“Make a Copy” prompt:'''

[[File:Screenshot 2015-04-08 20.51.00.png|center|600px|caption]]

'''The Google Docs file will open in the Google Docs application, and students can edit their own copy of the Rocks and Minerals Matching Quiz:'''

[[File:Screenshot 2015-04-08 20.51.24.png|center|600px|caption]]

Link to solutions for Rocks and Minerals Matching Quiz:

http://www.discoveryeducation.com/free-worksheets/rocks-and-minerals-matching-solution.cfm

[[File:Student navigating VFT.JPG|center|600px|caption]]

''A Grade 5 student in Timmins, Ontario finds another way to navigate the VFT''

==References==

<references/>

Documentation:Google Business View/Case Study 2

2015-04-12T19:20:59Z

Novak: /* POST-VFT: EXIT TICKET / STUDENT REFLECTION */

== The Pacific Museum of Earth Virtual Field Trip ==

The Pacific Museum of Earth is a small museum containing geologic samples which is an effective science based learning environment for a Virtual Field Trip of grades K-12. We have embedded education resources including; an introduction video by the curator, Google Slides to allow students to document their experiences, Google Forms to evaluate the students' experience, Wikipedia articles describing exhibits and YouTube videos also describing exhibits. Embedding these media shows the dynamic ability of Google Business View as an education learning environment.

{| class="wikitable"
|-
! Access to the Pacific Museum of Earth:
|-
| https://walkinto.in/tour/e1IHQx_lhggJx8S7luehl.
|}

The link to the Pacific Museum of Earth VFT can be posted to Google Classroom (or any LMS). Google Classroom is part of the Google Apps for Education suite, and many school boards are utilizing these products. Google Classroom can be accessed here, if you have a Google for Education account: [https://www.google.com/edu/products/productivity-tools/classroom/index.html Google Classroom]

''Post the PME VFT link to the Classroom Stream as an Announcement''

[[File:Google Classroom VFT Link.png|centre|600px|Navigation arrows GBV]]

==Intended Audiences==

====Public School Teachers====
K-12 teachers who would like to provide their learners with a virtual field trip involving geology, oceanography, palaeontology experiences.

====Museum or Library Educators====

Educators looking to supplement the learning experience of patrons participating in Museum, or Library events, or to enhance Museum, or Library resources.

====Parents====

Parents looking to provide their children with a virtual learning experience. This may be used before an actual field trip to the Pacific Museum of Earth.

====Learners====

Learners can use the Virtual Field Trip to go back to the physical environment without having to be physically there. Using "iframed" within the Google Business Virtual Field Trip, instructors or course/space designers can add various teaching and learning materials, media and quizzes or polls. This may allow students to communicate with their instructors or peers locally, or internationally

==How to Use the Virtual Field Trip==

====Software Requirements====

Google Business View is a cloud based software and is available through any web browser, and on various operating systems including Android, iOS and Windows. It is powered by Street View technology within Google Maps.
Google Business View can be accessed through this link on your PC: http://www.google.ca/intl/en-GB/maps/about/partners/businessview/.

===Navigating Through This Virtual Field Trip===
Learners navigate through the museum and exploring different area by using the navigation arrows.

[[File:Navigation Arrorws2.png|centre|600px|Navigation arrows GBV]]

Learners can navigate to specific sections by using the left hand menu.

[[File:Navigation Menu.png|centre|600px|Navigation Menu]]

Throughout the museum are videos, media and an exit ticket which can be selected by either entering an area, or selecting a pop-up icon.

[[File:Media icon2.png|460px]]
[[File:Media example.png|460px]]

===[[Documentation:Google_Business_View/Case_Study_2|The Pacific Museum of Earth Virtual Field Trip]]===

In the following guide, we will show teachers how to utilize Google Business View as a platform for learning materials from the Google Apps for Education suite of products (Google Docs, Drawings, Slides and Forms), explain how they may be used to enhance the VFT, and provide teachers and students with an online environment to share knowledge gained and collaborate with each other while navigating through the platform.

==Learning Objectives==

'''Suggested Objective for Students: Developing a Learning Resource for the PME (Research Project)'''

At the onset of the VFT, all students will read the following message:

Hello students, and welcome to the Pacific Museum of Earth (PME), located on the beautiful Vancouver campus of the University of British Columbia!

Before you begin your virtual tour, please go to the “Welcome from the Curator” screen and watch as Dr. Hodge tells you about the PME. You may get an idea of what exhibits you would like to visit first!

Then, you are free to navigate around the museum. YOU MUST:

1) Complete research notes as you go through the tour in the class Google Slides app (the link to the document can be found on this page: http://goo.gl/NwQDtL). Choose a slide by typing your name as the title. If you need more than 1 slide, click on the + button while on your slide, and a new slide will be created after yours! Remember to also type your name on the new slide(s).

2) Visit ALL exhibits and complete ALL learning materials attached to the exhibits. Your teacher will receive your responses, and this will count toward your final mark.

3) Complete the Exit Ticket at the end of the tour.

4) Choose ONE topic from your research notes (such as “How a cell phone screen is made”) that you would like to explore further, as you will be asked to create a learning resource for the museum along with your classmates. A learning resource about your chosen topic could include (but is not limited to): a video, slideshow, pamphlet, poster, infographic, article, etc.

Have fun!

''NB: Since this message will be accessed directly from the "Learning Goals" screen in the VFT, they are free to refer back to it as they please.''

'''The Scientific Inquiry/Research Skill Continuum''':

Research includes both primary research, which is done through first-hand, direct observation of objects and processes (physical classroom activities, pre or post-VFT), and secondary research, which is done by reviewing the work and the findings of others (during VFT).

''Initiating and Planning'':

The student asks questions that demonstrate curiosity about the world around him or her.

''Performing and Recording'':

The student selects information from prior knowledge, other people, and observations made during his or her explorations.

The student acknowledges the use of information sources (e.g., specific people).

''Analyzing and Interpreting'':

The student proposes an answer to the question being investigated, on the basis of information gathered.

The student describes steps taken to answer the question. <ref> Ontario Ministry of Education. (2007). The Ontario Curriculum Grades 1-8 Science and Technology. (Pg 15-16). Retrieved March 29th 2015. http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf</ref>

[[File:Student pointing to a geode.JPG|centre|600px|Navigation arrows GBV]]

''A Grade 5 student in Timmins, Ontario points to a geode he has seen before''

==Curriculum Expectations==

Here are some Ontario curriculum expectations the Pacific Museum of Earth VFT would lend itself to:

GRADE 4 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING EARTH AND SPACE SYSTEMS: ROCKS AND MINERALS

OVERALL EXPECTATIONS

Students will: 1. assess the social and environmental impacts of human uses of rocks and minerals; 2. investigate, test, and compare the physical properties of rocks and minerals; 3. demonstrate an understanding of the physical properties of rocks and minerals. <ref>Ontario Ministry of Education. (2007). The Ontario Curriculum Grades 1-8 Science and Technology. (Pg 93). Retrieved March 29th 2015 http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf</ref>

GRADE 5 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING STRUCTURES AND MECHANISMS: FORCES ACTING ON STRUCTURES

OVERALL EXPECTATIONS

Students will: 1. analyse social and environmental impacts of forces acting on structures and mechanisms; 2. investigate forces that act on structures and mechanisms

GRADE 6 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING EARTH AND SPACE SYSTEMS: SPACE

OVERALL EXPECTATIONS

Students will: 1. assess the impact of space exploration on society and the environment; 2. investigate characteristics of the systems of which the earth is a part and the relationship between the earth, the sun, and the moon; 3. demonstrate an understanding of components of the systems of which the earth is a part, and explain the phenomena that result from the movement of different bodies in space. <ref>Ontario Ministry of Education. (2007). The Ontario Curriculum Grades 1-8 Science and Technology. (Pg 121). Retrieved March 29th 2015 http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf</ref>

Here are some British Columbia curriculum expectations the Pacific Museum of Earth VFT would lend itself to:

GRADE 3 BC SCIENCE CURRICULUM EXPECTATIONS:

Strand: EARTH AND SPACE SCIENCE

OVERALL EXPECTATIONS

Describe characteristics and movements of objects in our solar system.

GRADE 7 BC SCIENCE CURRICULUM EXPECTATIONS:

Strand: EARTH AND SPACE SCIENCE

OVERALL EXPECTATIONS

Students will: 1. compare the characteristics of the Earth’s core, mantle, and crust, and describe the formation of rocks; 2. analyse the dynamics of tectonic plate movement and landmass formation; 3. explain how the Earth’s surface changes over time <ref>https://www.bced.gov.bc.ca/irp/pdfs/sciences/2005scik7.pdf</ref>

==Activities==

====PRE-VFT: ACTIVATION====

'''Introductory Video'''

Students will play the introductory video at the beginning of the virtual tour to engage and interest the student in the activity. The video features a welcome message from the Museum Curator, and a brief outline of the exhibits that await the students.

'''KWL Chart'''

As specified in Learning Objectives, students should engage in various types of research pertaining to one or more of the topics displayed in the virtual museum tour. Using a K-W-L chart, students can prepare to research a topic and use it to track information gathered along the way. This tool will help students confirm what they know about a topic and encourage them to think about how they want to focus their research. Ask students leading questions for each column of the chart, such as, “What do you already ‘know’ about this topic?” “What things do you ‘want’ to learn about the topic, so you can focus your research?” and “What did you ‘learn’ from doing your research?” <ref>K-W-L Chart. (2013). Retrieved March 11, 2015, from http://www.readwritethink.org/classroom-resources/printouts/chart-a-30226.html</ref>

Below is a link that educators may use before, during and after the classroom VFT. It is a K-W-L Chart called “VFT KWL Chart” that is fully editable, and anyone with the link below may edit this document. Educators may share this document with their students through email, or directly in the Google Business View (GBV) tour as a link in a text box, perhaps at the beginning of the tour. It will prompt the student to “Make a Copy” when the link is clicked, which will, in turn, save a copy to their Google Drive. It will open in Google Drawings.

NB: The teacher is encouraged to retain the “Ditch That Textbook” insignia at the bottom right-hand corner of the document, as this will provide attribution to the initial creator of the document <ref>Miller, M. (2015, February 19). 15 FREE Google Drawings graphic organizers — and how to make your own. Retrieved March 9, 2015, from http://ditchthattextbook.com/2015/02/19/15-free-google-drawings-graphic-organizers-and-how-to-make-your-own/</ref>.

Share this link with students prior to the VFT:

https://docs.google.com/drawings/d/1PigMsy-eMATdO14y64bdL2O1y-kh3aBOuH9uMb_XAVo/copy

''Here are screenshots to show students the process.''

'''Students click on the link shared by teacher:'''

[[File:Google Drawing link Screenshot 1.png|center|600px|caption]]

'''“Make a Copy” prompt:'''

[[File:Google Drawing Make a Copy.png|center|600px|caption]]

'''The Google Drawings file will open in the Google Drawings application, and students can edit their own copy of the VFT KWL chart:'''

[[File:KWL_Chart.png|center|600px|caption]]

====DURING VFT: STUDENT NAVIGATION====

Educators may take more than one approach to a virtual field trip. Option A: Provide a prescribed path that students must follow in a sequential order, or Option B: Allow the students to create their own pathway to learning, and visit the exhibits in a way that feels naturally to them. Option A could be recommended for students who require more guidance and structure in classroom activities. Option B could be recommended for students who do not necessarily require structure, and indeed flourish when provided with choice. The VFT is designed to be used at the discretion of the educator and student, and to provide a learning environment tailored to their specific learning goals and needs.

'''Suggested Resources'''

'''Google Slides''' is a cloud-based presentation software that can be used in a VFT to collect student thoughts, ideas and research notes as the students navigate through the exhibits. An educator can create a Google Slides presentation, ensuring that each student has (at least) one slide to take notes on, and provide a link or embed the Slides within the VFT. Editing permissions are key here, as all students in the class requires editing rights to the same document. In the following screenshots, we will show you how to achieve this:

An example of a Google Slideshow created for this VFT can be found here:

https://docs.google.com/presentation/d/1qklXoKXNUAjfygkiqsMDXKJ_KoxS9752pYiwxPhHOBg/edit#slide=id.p

'''To Share with Students:'''

''Start Page for Google Slides''

[[File:Screenshot_2015-04-08_23.42.28.png|center|600px|caption]]

''Click on Share Button''

[[File:Screenshot_2015-04-08_23.42.47.png|center|600px|caption]]

''Click on Get Shareable Link''

[[File:Screenshot_2015-04-08_23.43.30.png|center|600px|caption]]

''Click on Anyone with the Link Can EDIT - this will allow all students to edit the same document''

[[File:Screenshot_2015-04-08_23.43.42.png|center|600px|caption]]

''Copy and Paste Link and Share via student email, or provide link directly on VFT in a text box''

[[File:Screenshot_2015-04-08_23.44.11.png|center|600px|caption]]

'''Zaption''' is a web-based service. Zaption transforms video-based learning with interactive content and tools that engage learners, deepen understanding, and track progress. Teachers, trainers and instructional designers use Zaption to quickly add images, text, and questions to existing online videos. With Zaption's Analytics, instructors get immediate feedback on how viewers interact with content and understand key concepts. Zaption can be accessed at the following address: [https://www.zaption.com/%20 https://www.zaption.com/ ]

An example of a video created with Zaption for this VFT can be found here: http://zapt.io/tjctbs6v

'''To Share with Students:'''

''Start Page for Video''

[[File:Screenshot 2015-04-08 23.28.20.png|center|600px|caption]]

''Click on Gear Cog and Select Tour Permissions''

[[File:Screenshot 2015-04-08 23.28.32.png|center|400px|caption]]

''Set your Tour Permissions''

[[File:Screenshot 2015-04-08 23.29.24.png|center|400px|caption]]

''Share your Video via Link or Embed Code on an LMS or Class Website''

[[File:Screenshot 2015-04-08 23.29.56.png|center|400px|caption]]

As students view the video and answer the questions, Zaption collects responses.

TOUR ANALYTICS for Basic (Free) Account:

You CAN:

- Real time tracking of all viewer activity and responses (for a free account you can have a maximum of 5 classes viewing the video you share)

- Monitor whole class progress with summary stats (good for data collection)

- View and sort responses to every question

- Option to hide viewer names when sharing responses with whole class (addresses privacy concerns)

- Track individual progress with detailed reports for every viewer (more opportunities for data collection)

You CANNOT:

Export to an LMS Gradebook or export all of these stats into a CSV file. However, if your class or Board is a Pro user, then these export options would be available. If you are a free user (and you can login using your Google account, so Zaption is a viable option for school boards who use Google Apps for Education), you can still track real-time summary statistics as your class watches the videos and answers the questions. It will simply store the data within the website in your account.

[[File:Screenshot 2015-04-08 23.27.39.png|center|600px|caption]]

====POST-VFT: EXIT TICKET / STUDENT REFLECTION====

Here is an example of an Exit Ticket that could be used at the conclusion of the VFT. It was created using Google Forms, and will automatically create a spreadsheet in order to collect student responses altogether. Educators use exit tickets as a way of collecting informal feedback from students, and they also provide a snapshot of student comprehension of the task or concept - this better informs the educator's teaching for the next day. It also challenges students to actively think about their learning experience, and report on it. This activity therefore supports and promotes metacognition, which "refers to higher order thinking which involves active control over the cognitive processes engaged in learning". <ref>A. Livingston, J. (1997). Metacognition: An Overview. Retrieved April 2, 2015, from http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm</ref>

''PME VFT Exit Ticket: Assessment as Learning''

https://docs.google.com/forms/d/13S_XD758wFlumARlwjueNOaE8c147_0WSrFXKNVfA_w/viewform?usp=send_form

'''''Sharing a Google Form with Students:'''''

''In Google Forms: Survey''

[[File:Screenshot 2015-04-09 01.22.44.png|center|600px|caption]]

''Send Form When Done''

[[File:Screenshot 2015-04-09 01.23.14.png|center|400px|caption]]

''Share Options (Link Share via student email; or Paste HTML to embed in website)''

[[File:Screenshot 2015-04-09 01.23.24.png|center|400px|caption]]

==Accommodations: Reaching All Learners==

Virtual field trips in Google Business View offers a variety of materials for many types of learners, depending on the learning materials embedded within the VFT. Examples could be: educational videos from several platforms (as long as the video has an embed code or can be shared via a link, they can be included in the VFT), images, links to websites, text boxes, audio clips, and Google Apps for Education products (Docs, Forms, Slides, etc). Educators are strongly encouraged to use the Chrome web browser to access the VFT, and to add the Chrome Read&Write extension (free) located at the following link:

https://chrome.google.com/webstore/detail/readwrite-for-google/inoeonmfapjbbkmdafoankkfajkcphgd

The Read&Write extension is a toolbar that will appear at the top of the student’s screen in any Google App. It allows students to listen to all content on their screens by placing their cursor at the beginning of any text and pressing play. Once installed in Chrome, it will present itself as a tab in the upper right-hand corner of the screen (it looks like a purple puzzle piece with “rw” written on it):

http://wiki.ubc.ca/images/8/81/Google_Doc_with_Read%26Write_Tab.png

Click on the tab. The free version of Chrome Read&Write’s toolbar will drop down (the Premium version includes materials such as highlighters and visual dictionaries):

http://wiki.ubc.ca/images/9/91/Google_Doc_with_Read%26Write_Toolbar.png

Students can also be encouraged to navigate through the VFT at their own pace, and visit exhibits in the order that feels natural to them.

==Assessments==

Assessment FOR learning is more commonly known as formative & diagnostic assessments. Assessment FOR learning is the use of a task or an activity for the purpose of determining student progress during a unit or block of instruction. Teachers are now afforded the chance to adjust classroom instruction based upon the needs of the students. Similarly, students are provided valuable feedback on their own learning.

Assessment OF learning is the use of a task or an activity to measure, record and report on a student's level of achievement in regards to specific learning expectations. These are often known as summative assessments.

Assessment AS learning is the use of a task or an activity to allow students the opportunity to use assessment to further their own learning. Self and peer assessments allow students to reflect on their own learning and identify areas of strength and need. These tasks offer students the chance to set their own personal goals and advocate for their own learning. <ref>Assessment, Evaluation and Reporting in Ontario Schools. (2010, January 1). Retrieved April 2, 2015, from http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf</ref>

'''Examples of assessments FOR, AS and OF learning:'''

''Assessment FOR Learning example(s): KWL Chart; Exit Ticket''

See 6.1 - Pre-VFT: Activation for link and instructions for KWL Chart

See 6.3 - Post-VFT: Exit Ticket / Student Reflection for link and instructions for Exit Ticket

''Assessment AS Learning example(s): Collaborative Google Slides; Zaption Video''

See 6.2 - During-VFT: Student Navigation for links and instructions

''Assessment OF Learning example: Rocks and Minerals Matching Quiz''

'''Students click on the link their teacher shares within the VFT (most likely in a text box at a Rocks and Minerals exhibit):'''

[[File:Screenshot 2015-04-08 20.50.39.png|center|600px|caption]]

'''“Make a Copy” prompt:'''

[[File:Screenshot 2015-04-08 20.51.00.png|center|600px|caption]]

'''The Google Docs file will open in the Google Docs application, and students can edit their own copy of the Rocks and Minerals Matching Quiz:'''

[[File:Screenshot 2015-04-08 20.51.24.png|center|600px|caption]]

Link to solutions for Rocks and Minerals Matching Quiz:

http://www.discoveryeducation.com/free-worksheets/rocks-and-minerals-matching-solution.cfm

[[File:Student navigating VFT.JPG|center|600px|caption]]

''A Grade 5 student in Timmins, Ontario finds another way to navigate the VFT''

==References==

<references/>

Documentation:Google Business View/Case Study 2

2015-04-12T19:20:08Z

Novak: /* PRE-VFT: ACTIVATION */

== The Pacific Museum of Earth Virtual Field Trip ==

The Pacific Museum of Earth is a small museum containing geologic samples which is an effective science based learning environment for a Virtual Field Trip of grades K-12. We have embedded education resources including; an introduction video by the curator, Google Slides to allow students to document their experiences, Google Forms to evaluate the students' experience, Wikipedia articles describing exhibits and YouTube videos also describing exhibits. Embedding these media shows the dynamic ability of Google Business View as an education learning environment.

{| class="wikitable"
|-
! Access to the Pacific Museum of Earth:
|-
| https://walkinto.in/tour/e1IHQx_lhggJx8S7luehl.
|}

The link to the Pacific Museum of Earth VFT can be posted to Google Classroom (or any LMS). Google Classroom is part of the Google Apps for Education suite, and many school boards are utilizing these products. Google Classroom can be accessed here, if you have a Google for Education account: [https://www.google.com/edu/products/productivity-tools/classroom/index.html Google Classroom]

''Post the PME VFT link to the Classroom Stream as an Announcement''

[[File:Google Classroom VFT Link.png|centre|600px|Navigation arrows GBV]]

==Intended Audiences==

====Public School Teachers====
K-12 teachers who would like to provide their learners with a virtual field trip involving geology, oceanography, palaeontology experiences.

====Museum or Library Educators====

Educators looking to supplement the learning experience of patrons participating in Museum, or Library events, or to enhance Museum, or Library resources.

====Parents====

Parents looking to provide their children with a virtual learning experience. This may be used before an actual field trip to the Pacific Museum of Earth.

====Learners====

Learners can use the Virtual Field Trip to go back to the physical environment without having to be physically there. Using "iframed" within the Google Business Virtual Field Trip, instructors or course/space designers can add various teaching and learning materials, media and quizzes or polls. This may allow students to communicate with their instructors or peers locally, or internationally

==How to Use the Virtual Field Trip==

====Software Requirements====

Google Business View is a cloud based software and is available through any web browser, and on various operating systems including Android, iOS and Windows. It is powered by Street View technology within Google Maps.
Google Business View can be accessed through this link on your PC: http://www.google.ca/intl/en-GB/maps/about/partners/businessview/.

===Navigating Through This Virtual Field Trip===
Learners navigate through the museum and exploring different area by using the navigation arrows.

[[File:Navigation Arrorws2.png|centre|600px|Navigation arrows GBV]]

Learners can navigate to specific sections by using the left hand menu.

[[File:Navigation Menu.png|centre|600px|Navigation Menu]]

Throughout the museum are videos, media and an exit ticket which can be selected by either entering an area, or selecting a pop-up icon.

[[File:Media icon2.png|460px]]
[[File:Media example.png|460px]]

===[[Documentation:Google_Business_View/Case_Study_2|The Pacific Museum of Earth Virtual Field Trip]]===

In the following guide, we will show teachers how to utilize Google Business View as a platform for learning materials from the Google Apps for Education suite of products (Google Docs, Drawings, Slides and Forms), explain how they may be used to enhance the VFT, and provide teachers and students with an online environment to share knowledge gained and collaborate with each other while navigating through the platform.

==Learning Objectives==

'''Suggested Objective for Students: Developing a Learning Resource for the PME (Research Project)'''

At the onset of the VFT, all students will read the following message:

Hello students, and welcome to the Pacific Museum of Earth (PME), located on the beautiful Vancouver campus of the University of British Columbia!

Before you begin your virtual tour, please go to the “Welcome from the Curator” screen and watch as Dr. Hodge tells you about the PME. You may get an idea of what exhibits you would like to visit first!

Then, you are free to navigate around the museum. YOU MUST:

1) Complete research notes as you go through the tour in the class Google Slides app (the link to the document can be found on this page: http://goo.gl/NwQDtL). Choose a slide by typing your name as the title. If you need more than 1 slide, click on the + button while on your slide, and a new slide will be created after yours! Remember to also type your name on the new slide(s).

2) Visit ALL exhibits and complete ALL learning materials attached to the exhibits. Your teacher will receive your responses, and this will count toward your final mark.

3) Complete the Exit Ticket at the end of the tour.

4) Choose ONE topic from your research notes (such as “How a cell phone screen is made”) that you would like to explore further, as you will be asked to create a learning resource for the museum along with your classmates. A learning resource about your chosen topic could include (but is not limited to): a video, slideshow, pamphlet, poster, infographic, article, etc.

Have fun!

''NB: Since this message will be accessed directly from the "Learning Goals" screen in the VFT, they are free to refer back to it as they please.''

'''The Scientific Inquiry/Research Skill Continuum''':

Research includes both primary research, which is done through first-hand, direct observation of objects and processes (physical classroom activities, pre or post-VFT), and secondary research, which is done by reviewing the work and the findings of others (during VFT).

''Initiating and Planning'':

The student asks questions that demonstrate curiosity about the world around him or her.

''Performing and Recording'':

The student selects information from prior knowledge, other people, and observations made during his or her explorations.

The student acknowledges the use of information sources (e.g., specific people).

''Analyzing and Interpreting'':

The student proposes an answer to the question being investigated, on the basis of information gathered.

The student describes steps taken to answer the question. <ref> Ontario Ministry of Education. (2007). The Ontario Curriculum Grades 1-8 Science and Technology. (Pg 15-16). Retrieved March 29th 2015. http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf</ref>

[[File:Student pointing to a geode.JPG|centre|600px|Navigation arrows GBV]]

''A Grade 5 student in Timmins, Ontario points to a geode he has seen before''

==Curriculum Expectations==

Here are some Ontario curriculum expectations the Pacific Museum of Earth VFT would lend itself to:

GRADE 4 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING EARTH AND SPACE SYSTEMS: ROCKS AND MINERALS

OVERALL EXPECTATIONS

Students will: 1. assess the social and environmental impacts of human uses of rocks and minerals; 2. investigate, test, and compare the physical properties of rocks and minerals; 3. demonstrate an understanding of the physical properties of rocks and minerals. <ref>Ontario Ministry of Education. (2007). The Ontario Curriculum Grades 1-8 Science and Technology. (Pg 93). Retrieved March 29th 2015 http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf</ref>

GRADE 5 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING STRUCTURES AND MECHANISMS: FORCES ACTING ON STRUCTURES

OVERALL EXPECTATIONS

Students will: 1. analyse social and environmental impacts of forces acting on structures and mechanisms; 2. investigate forces that act on structures and mechanisms

GRADE 6 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING EARTH AND SPACE SYSTEMS: SPACE

OVERALL EXPECTATIONS

Students will: 1. assess the impact of space exploration on society and the environment; 2. investigate characteristics of the systems of which the earth is a part and the relationship between the earth, the sun, and the moon; 3. demonstrate an understanding of components of the systems of which the earth is a part, and explain the phenomena that result from the movement of different bodies in space. <ref>Ontario Ministry of Education. (2007). The Ontario Curriculum Grades 1-8 Science and Technology. (Pg 121). Retrieved March 29th 2015 http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf</ref>

Here are some British Columbia curriculum expectations the Pacific Museum of Earth VFT would lend itself to:

GRADE 3 BC SCIENCE CURRICULUM EXPECTATIONS:

Strand: EARTH AND SPACE SCIENCE

OVERALL EXPECTATIONS

Describe characteristics and movements of objects in our solar system.

GRADE 7 BC SCIENCE CURRICULUM EXPECTATIONS:

Strand: EARTH AND SPACE SCIENCE

OVERALL EXPECTATIONS

Students will: 1. compare the characteristics of the Earth’s core, mantle, and crust, and describe the formation of rocks; 2. analyse the dynamics of tectonic plate movement and landmass formation; 3. explain how the Earth’s surface changes over time <ref>https://www.bced.gov.bc.ca/irp/pdfs/sciences/2005scik7.pdf</ref>

==Activities==

====PRE-VFT: ACTIVATION====

'''Introductory Video'''

Students will play the introductory video at the beginning of the virtual tour to engage and interest the student in the activity. The video features a welcome message from the Museum Curator, and a brief outline of the exhibits that await the students.

'''KWL Chart'''

As specified in Learning Objectives, students should engage in various types of research pertaining to one or more of the topics displayed in the virtual museum tour. Using a K-W-L chart, students can prepare to research a topic and use it to track information gathered along the way. This tool will help students confirm what they know about a topic and encourage them to think about how they want to focus their research. Ask students leading questions for each column of the chart, such as, “What do you already ‘know’ about this topic?” “What things do you ‘want’ to learn about the topic, so you can focus your research?” and “What did you ‘learn’ from doing your research?” <ref>K-W-L Chart. (2013). Retrieved March 11, 2015, from http://www.readwritethink.org/classroom-resources/printouts/chart-a-30226.html</ref>

Below is a link that educators may use before, during and after the classroom VFT. It is a K-W-L Chart called “VFT KWL Chart” that is fully editable, and anyone with the link below may edit this document. Educators may share this document with their students through email, or directly in the Google Business View (GBV) tour as a link in a text box, perhaps at the beginning of the tour. It will prompt the student to “Make a Copy” when the link is clicked, which will, in turn, save a copy to their Google Drive. It will open in Google Drawings.

NB: The teacher is encouraged to retain the “Ditch That Textbook” insignia at the bottom right-hand corner of the document, as this will provide attribution to the initial creator of the document <ref>Miller, M. (2015, February 19). 15 FREE Google Drawings graphic organizers — and how to make your own. Retrieved March 9, 2015, from http://ditchthattextbook.com/2015/02/19/15-free-google-drawings-graphic-organizers-and-how-to-make-your-own/</ref>.

Share this link with students prior to the VFT:

https://docs.google.com/drawings/d/1PigMsy-eMATdO14y64bdL2O1y-kh3aBOuH9uMb_XAVo/copy

''Here are screenshots to show students the process.''

'''Students click on the link shared by teacher:'''

[[File:Google Drawing link Screenshot 1.png|center|600px|caption]]

'''“Make a Copy” prompt:'''

[[File:Google Drawing Make a Copy.png|center|600px|caption]]

'''The Google Drawings file will open in the Google Drawings application, and students can edit their own copy of the VFT KWL chart:'''

[[File:KWL_Chart.png|center|600px|caption]]

====DURING VFT: STUDENT NAVIGATION====

Educators may take more than one approach to a virtual field trip. Option A: Provide a prescribed path that students must follow in a sequential order, or Option B: Allow the students to create their own pathway to learning, and visit the exhibits in a way that feels naturally to them. Option A could be recommended for students who require more guidance and structure in classroom activities. Option B could be recommended for students who do not necessarily require structure, and indeed flourish when provided with choice. The VFT is designed to be used at the discretion of the educator and student, and to provide a learning environment tailored to their specific learning goals and needs.

'''Suggested Resources'''

'''Google Slides''' is a cloud-based presentation software that can be used in a VFT to collect student thoughts, ideas and research notes as the students navigate through the exhibits. An educator can create a Google Slides presentation, ensuring that each student has (at least) one slide to take notes on, and provide a link or embed the Slides within the VFT. Editing permissions are key here, as all students in the class requires editing rights to the same document. In the following screenshots, we will show you how to achieve this:

An example of a Google Slideshow created for this VFT can be found here:

https://docs.google.com/presentation/d/1qklXoKXNUAjfygkiqsMDXKJ_KoxS9752pYiwxPhHOBg/edit#slide=id.p

'''To Share with Students:'''

''Start Page for Google Slides''

[[File:Screenshot_2015-04-08_23.42.28.png|center|600px|caption]]

''Click on Share Button''

[[File:Screenshot_2015-04-08_23.42.47.png|center|600px|caption]]

''Click on Get Shareable Link''

[[File:Screenshot_2015-04-08_23.43.30.png|center|600px|caption]]

''Click on Anyone with the Link Can EDIT - this will allow all students to edit the same document''

[[File:Screenshot_2015-04-08_23.43.42.png|center|600px|caption]]

''Copy and Paste Link and Share via student email, or provide link directly on VFT in a text box''

[[File:Screenshot_2015-04-08_23.44.11.png|center|600px|caption]]

'''Zaption''' is a web-based service. Zaption transforms video-based learning with interactive content and tools that engage learners, deepen understanding, and track progress. Teachers, trainers and instructional designers use Zaption to quickly add images, text, and questions to existing online videos. With Zaption's Analytics, instructors get immediate feedback on how viewers interact with content and understand key concepts. Zaption can be accessed at the following address: [https://www.zaption.com/%20 https://www.zaption.com/ ]

An example of a video created with Zaption for this VFT can be found here: http://zapt.io/tjctbs6v

'''To Share with Students:'''

''Start Page for Video''

[[File:Screenshot 2015-04-08 23.28.20.png|center|600px|caption]]

''Click on Gear Cog and Select Tour Permissions''

[[File:Screenshot 2015-04-08 23.28.32.png|center|400px|caption]]

''Set your Tour Permissions''

[[File:Screenshot 2015-04-08 23.29.24.png|center|400px|caption]]

''Share your Video via Link or Embed Code on an LMS or Class Website''

[[File:Screenshot 2015-04-08 23.29.56.png|center|400px|caption]]

As students view the video and answer the questions, Zaption collects responses.

TOUR ANALYTICS for Basic (Free) Account:

You CAN:

- Real time tracking of all viewer activity and responses (for a free account you can have a maximum of 5 classes viewing the video you share)

- Monitor whole class progress with summary stats (good for data collection)

- View and sort responses to every question

- Option to hide viewer names when sharing responses with whole class (addresses privacy concerns)

- Track individual progress with detailed reports for every viewer (more opportunities for data collection)

You CANNOT:

Export to an LMS Gradebook or export all of these stats into a CSV file. However, if your class or Board is a Pro user, then these export options would be available. If you are a free user (and you can login using your Google account, so Zaption is a viable option for school boards who use Google Apps for Education), you can still track real-time summary statistics as your class watches the videos and answers the questions. It will simply store the data within the website in your account.

[[File:Screenshot 2015-04-08 23.27.39.png|center|600px|caption]]

====POST-VFT: EXIT TICKET / STUDENT REFLECTION====

Here is an example of an Exit Ticket that could be used at the conclusion of the VFT. It was created using Google Forms, and will automatically create a spreadsheet in order to collect student responses altogether. Educators use exit tickets as a way of collecting informal feedback from students, and they also provide a snapshot of student comprehension of the task or concept - this better informs the educator's teaching for the next day. It also challenges students to actively think about their learning experience, and report on it. This activity therefore supports and promotes metacognition, which "refers to higher order thinking which involves active control over the cognitive processes engaged in learning". <ref>A. Livingston, J. (1997, January 1). Metacognition: An Overview. Retrieved April 2, 2015, from http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm</ref>

''PME VFT Exit Ticket: Assessment as Learning''

https://docs.google.com/forms/d/13S_XD758wFlumARlwjueNOaE8c147_0WSrFXKNVfA_w/viewform?usp=send_form

'''''Sharing a Google Form with Students:'''''

''In Google Forms: Survey''

[[File:Screenshot 2015-04-09 01.22.44.png|center|600px|caption]]

''Send Form When Done''

[[File:Screenshot 2015-04-09 01.23.14.png|center|400px|caption]]

''Share Options (Link Share via student email; or Paste HTML to embed in website)''

[[File:Screenshot 2015-04-09 01.23.24.png|center|400px|caption]]

==Accommodations: Reaching All Learners==

Virtual field trips in Google Business View offers a variety of materials for many types of learners, depending on the learning materials embedded within the VFT. Examples could be: educational videos from several platforms (as long as the video has an embed code or can be shared via a link, they can be included in the VFT), images, links to websites, text boxes, audio clips, and Google Apps for Education products (Docs, Forms, Slides, etc). Educators are strongly encouraged to use the Chrome web browser to access the VFT, and to add the Chrome Read&Write extension (free) located at the following link:

https://chrome.google.com/webstore/detail/readwrite-for-google/inoeonmfapjbbkmdafoankkfajkcphgd

The Read&Write extension is a toolbar that will appear at the top of the student’s screen in any Google App. It allows students to listen to all content on their screens by placing their cursor at the beginning of any text and pressing play. Once installed in Chrome, it will present itself as a tab in the upper right-hand corner of the screen (it looks like a purple puzzle piece with “rw” written on it):

http://wiki.ubc.ca/images/8/81/Google_Doc_with_Read%26Write_Tab.png

Click on the tab. The free version of Chrome Read&Write’s toolbar will drop down (the Premium version includes materials such as highlighters and visual dictionaries):

http://wiki.ubc.ca/images/9/91/Google_Doc_with_Read%26Write_Toolbar.png

Students can also be encouraged to navigate through the VFT at their own pace, and visit exhibits in the order that feels natural to them.

==Assessments==

Assessment FOR learning is more commonly known as formative & diagnostic assessments. Assessment FOR learning is the use of a task or an activity for the purpose of determining student progress during a unit or block of instruction. Teachers are now afforded the chance to adjust classroom instruction based upon the needs of the students. Similarly, students are provided valuable feedback on their own learning.

Assessment OF learning is the use of a task or an activity to measure, record and report on a student's level of achievement in regards to specific learning expectations. These are often known as summative assessments.

Assessment AS learning is the use of a task or an activity to allow students the opportunity to use assessment to further their own learning. Self and peer assessments allow students to reflect on their own learning and identify areas of strength and need. These tasks offer students the chance to set their own personal goals and advocate for their own learning. <ref>Assessment, Evaluation and Reporting in Ontario Schools. (2010, January 1). Retrieved April 2, 2015, from http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf</ref>

'''Examples of assessments FOR, AS and OF learning:'''

''Assessment FOR Learning example(s): KWL Chart; Exit Ticket''

See 6.1 - Pre-VFT: Activation for link and instructions for KWL Chart

See 6.3 - Post-VFT: Exit Ticket / Student Reflection for link and instructions for Exit Ticket

''Assessment AS Learning example(s): Collaborative Google Slides; Zaption Video''

See 6.2 - During-VFT: Student Navigation for links and instructions

''Assessment OF Learning example: Rocks and Minerals Matching Quiz''

'''Students click on the link their teacher shares within the VFT (most likely in a text box at a Rocks and Minerals exhibit):'''

[[File:Screenshot 2015-04-08 20.50.39.png|center|600px|caption]]

'''“Make a Copy” prompt:'''

[[File:Screenshot 2015-04-08 20.51.00.png|center|600px|caption]]

'''The Google Docs file will open in the Google Docs application, and students can edit their own copy of the Rocks and Minerals Matching Quiz:'''

[[File:Screenshot 2015-04-08 20.51.24.png|center|600px|caption]]

Link to solutions for Rocks and Minerals Matching Quiz:

http://www.discoveryeducation.com/free-worksheets/rocks-and-minerals-matching-solution.cfm

[[File:Student navigating VFT.JPG|center|600px|caption]]

''A Grade 5 student in Timmins, Ontario finds another way to navigate the VFT''

==References==

<references/>

Documentation:Google Business View/Case Study 2

2015-04-12T19:16:55Z

Novak: /* PRE-VFT: ACTIVATION */

== The Pacific Museum of Earth Virtual Field Trip ==

The Pacific Museum of Earth is a small museum containing geologic samples which is an effective science based learning environment for a Virtual Field Trip of grades K-12. We have embedded education resources including; an introduction video by the curator, Google Slides to allow students to document their experiences, Google Forms to evaluate the students' experience, Wikipedia articles describing exhibits and YouTube videos also describing exhibits. Embedding these media shows the dynamic ability of Google Business View as an education learning environment.

{| class="wikitable"
|-
! Access to the Pacific Museum of Earth:
|-
| https://walkinto.in/tour/e1IHQx_lhggJx8S7luehl.
|}

The link to the Pacific Museum of Earth VFT can be posted to Google Classroom (or any LMS). Google Classroom is part of the Google Apps for Education suite, and many school boards are utilizing these products. Google Classroom can be accessed here, if you have a Google for Education account: [https://www.google.com/edu/products/productivity-tools/classroom/index.html Google Classroom]

''Post the PME VFT link to the Classroom Stream as an Announcement''

[[File:Google Classroom VFT Link.png|centre|600px|Navigation arrows GBV]]

==Intended Audiences==

====Public School Teachers====
K-12 teachers who would like to provide their learners with a virtual field trip involving geology, oceanography, palaeontology experiences.

====Museum or Library Educators====

Educators looking to supplement the learning experience of patrons participating in Museum, or Library events, or to enhance Museum, or Library resources.

====Parents====

Parents looking to provide their children with a virtual learning experience. This may be used before an actual field trip to the Pacific Museum of Earth.

====Learners====

Learners can use the Virtual Field Trip to go back to the physical environment without having to be physically there. Using "iframed" within the Google Business Virtual Field Trip, instructors or course/space designers can add various teaching and learning materials, media and quizzes or polls. This may allow students to communicate with their instructors or peers locally, or internationally

==How to Use the Virtual Field Trip==

====Software Requirements====

Google Business View is a cloud based software and is available through any web browser, and on various operating systems including Android, iOS and Windows. It is powered by Street View technology within Google Maps.
Google Business View can be accessed through this link on your PC: http://www.google.ca/intl/en-GB/maps/about/partners/businessview/.

===Navigating Through This Virtual Field Trip===
Learners navigate through the museum and exploring different area by using the navigation arrows.

[[File:Navigation Arrorws2.png|centre|600px|Navigation arrows GBV]]

Learners can navigate to specific sections by using the left hand menu.

[[File:Navigation Menu.png|centre|600px|Navigation Menu]]

Throughout the museum are videos, media and an exit ticket which can be selected by either entering an area, or selecting a pop-up icon.

[[File:Media icon2.png|460px]]
[[File:Media example.png|460px]]

===[[Documentation:Google_Business_View/Case_Study_2|The Pacific Museum of Earth Virtual Field Trip]]===

In the following guide, we will show teachers how to utilize Google Business View as a platform for learning materials from the Google Apps for Education suite of products (Google Docs, Drawings, Slides and Forms), explain how they may be used to enhance the VFT, and provide teachers and students with an online environment to share knowledge gained and collaborate with each other while navigating through the platform.

==Learning Objectives==

'''Suggested Objective for Students: Developing a Learning Resource for the PME (Research Project)'''

At the onset of the VFT, all students will read the following message:

Hello students, and welcome to the Pacific Museum of Earth (PME), located on the beautiful Vancouver campus of the University of British Columbia!

Before you begin your virtual tour, please go to the “Welcome from the Curator” screen and watch as Dr. Hodge tells you about the PME. You may get an idea of what exhibits you would like to visit first!

Then, you are free to navigate around the museum. YOU MUST:

1) Complete research notes as you go through the tour in the class Google Slides app (the link to the document can be found on this page: http://goo.gl/NwQDtL). Choose a slide by typing your name as the title. If you need more than 1 slide, click on the + button while on your slide, and a new slide will be created after yours! Remember to also type your name on the new slide(s).

2) Visit ALL exhibits and complete ALL learning materials attached to the exhibits. Your teacher will receive your responses, and this will count toward your final mark.

3) Complete the Exit Ticket at the end of the tour.

4) Choose ONE topic from your research notes (such as “How a cell phone screen is made”) that you would like to explore further, as you will be asked to create a learning resource for the museum along with your classmates. A learning resource about your chosen topic could include (but is not limited to): a video, slideshow, pamphlet, poster, infographic, article, etc.

Have fun!

''NB: Since this message will be accessed directly from the "Learning Goals" screen in the VFT, they are free to refer back to it as they please.''

'''The Scientific Inquiry/Research Skill Continuum''':

Research includes both primary research, which is done through first-hand, direct observation of objects and processes (physical classroom activities, pre or post-VFT), and secondary research, which is done by reviewing the work and the findings of others (during VFT).

''Initiating and Planning'':

The student asks questions that demonstrate curiosity about the world around him or her.

''Performing and Recording'':

The student selects information from prior knowledge, other people, and observations made during his or her explorations.

The student acknowledges the use of information sources (e.g., specific people).

''Analyzing and Interpreting'':

The student proposes an answer to the question being investigated, on the basis of information gathered.

The student describes steps taken to answer the question. <ref> Ontario Ministry of Education. (2007). The Ontario Curriculum Grades 1-8 Science and Technology. (Pg 15-16). Retrieved March 29th 2015. http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf</ref>

[[File:Student pointing to a geode.JPG|centre|600px|Navigation arrows GBV]]

''A Grade 5 student in Timmins, Ontario points to a geode he has seen before''

==Curriculum Expectations==

Here are some Ontario curriculum expectations the Pacific Museum of Earth VFT would lend itself to:

GRADE 4 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING EARTH AND SPACE SYSTEMS: ROCKS AND MINERALS

OVERALL EXPECTATIONS

Students will: 1. assess the social and environmental impacts of human uses of rocks and minerals; 2. investigate, test, and compare the physical properties of rocks and minerals; 3. demonstrate an understanding of the physical properties of rocks and minerals.

GRADE 5 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING STRUCTURES AND MECHANISMS: FORCES ACTING ON STRUCTURES

OVERALL EXPECTATIONS

Students will: 1. analyse social and environmental impacts of forces acting on structures and mechanisms; 2. investigate forces that act on structures and mechanisms

GRADE 6 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING EARTH AND SPACE SYSTEMS: SPACE

OVERALL EXPECTATIONS

Students will: 1. assess the impact of space exploration on society and the environment; 2. investigate characteristics of the systems of which the earth is a part and the relationship between the earth, the sun, and the moon; 3. demonstrate an understanding of components of the systems of which the earth is a part, and explain the phenomena that result from the movement of different bodies in space. <ref>http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf</ref>

Here are some British Columbia curriculum expectations the Pacific Museum of Earth VFT would lend itself to:

GRADE 3 BC SCIENCE CURRICULUM EXPECTATIONS:

Strand: EARTH AND SPACE SCIENCE

OVERALL EXPECTATIONS

Describe characteristics and movements of objects in our solar system.

GRADE 7 BC SCIENCE CURRICULUM EXPECTATIONS:

Strand: EARTH AND SPACE SCIENCE

OVERALL EXPECTATIONS

Students will: 1. compare the characteristics of the Earth’s core, mantle, and crust, and describe the formation of rocks; 2. analyse the dynamics of tectonic plate movement and landmass formation; 3. explain how the Earth’s surface changes over time <ref>https://www.bced.gov.bc.ca/irp/pdfs/sciences/2005scik7.pdf</ref>

==Activities==

====PRE-VFT: ACTIVATION====

'''Introductory Video'''

Students will play the introductory video at the beginning of the virtual tour to engage and interest the student in the activity. The video features a welcome message from the Museum Curator, and a brief outline of the exhibits that await the students.

'''KWL Chart'''

As specified in Learning Objectives, students should engage in various types of research pertaining to one or more of the topics displayed in the virtual museum tour. Using a K-W-L chart, students can prepare to research a topic and use it to track information gathered along the way. This tool will help students confirm what they know about a topic and encourage them to think about how they want to focus their research. Ask students leading questions for each column of the chart, such as, “What do you already ‘know’ about this topic?” “What things do you ‘want’ to learn about the topic, so you can focus your research?” and “What did you ‘learn’ from doing your research?” <ref>K-W-L Chart. (2013, January 1). Retrieved March 11, 2015, from http://www.readwritethink.org/classroom-resources/printouts/chart-a-30226.html</ref>

Below is a link that educators may use before, during and after the classroom VFT. It is a K-W-L Chart called “VFT KWL Chart” that is fully editable, and anyone with the link below may edit this document. Educators may share this document with their students through email, or directly in the Google Business View (GBV) tour as a link in a text box, perhaps at the beginning of the tour. It will prompt the student to “Make a Copy” when the link is clicked, which will, in turn, save a copy to their Google Drive. It will open in Google Drawings.

NB: The teacher is encouraged to retain the “Ditch That Textbook” insignia at the bottom right-hand corner of the document, as this will provide attribution to the initial creator of the document <ref>Miller, M. (2015, February 19). 15 FREE Google Drawings graphic organizers — and how to make your own. Retrieved March 9, 2015, from http://ditchthattextbook.com/2015/02/19/15-free-google-drawings-graphic-organizers-and-how-to-make-your-own/</ref>.

Share this link with students prior to the VFT:

https://docs.google.com/drawings/d/1PigMsy-eMATdO14y64bdL2O1y-kh3aBOuH9uMb_XAVo/copy

''Here are screenshots to show students the process.''

'''Students click on the link shared by teacher:'''

[[File:Google Drawing link Screenshot 1.png|center|600px|caption]]

'''“Make a Copy” prompt:'''

[[File:Google Drawing Make a Copy.png|center|600px|caption]]

'''The Google Drawings file will open in the Google Drawings application, and students can edit their own copy of the VFT KWL chart:'''

[[File:KWL_Chart.png|center|600px|caption]]

====DURING VFT: STUDENT NAVIGATION====

Educators may take more than one approach to a virtual field trip. Option A: Provide a prescribed path that students must follow in a sequential order, or Option B: Allow the students to create their own pathway to learning, and visit the exhibits in a way that feels naturally to them. Option A could be recommended for students who require more guidance and structure in classroom activities. Option B could be recommended for students who do not necessarily require structure, and indeed flourish when provided with choice. The VFT is designed to be used at the discretion of the educator and student, and to provide a learning environment tailored to their specific learning goals and needs.

'''Suggested Resources'''

'''Google Slides''' is a cloud-based presentation software that can be used in a VFT to collect student thoughts, ideas and research notes as the students navigate through the exhibits. An educator can create a Google Slides presentation, ensuring that each student has (at least) one slide to take notes on, and provide a link or embed the Slides within the VFT. Editing permissions are key here, as all students in the class requires editing rights to the same document. In the following screenshots, we will show you how to achieve this:

An example of a Google Slideshow created for this VFT can be found here:

https://docs.google.com/presentation/d/1qklXoKXNUAjfygkiqsMDXKJ_KoxS9752pYiwxPhHOBg/edit#slide=id.p

'''To Share with Students:'''

''Start Page for Google Slides''

[[File:Screenshot_2015-04-08_23.42.28.png|center|600px|caption]]

''Click on Share Button''

[[File:Screenshot_2015-04-08_23.42.47.png|center|600px|caption]]

''Click on Get Shareable Link''

[[File:Screenshot_2015-04-08_23.43.30.png|center|600px|caption]]

''Click on Anyone with the Link Can EDIT - this will allow all students to edit the same document''

[[File:Screenshot_2015-04-08_23.43.42.png|center|600px|caption]]

''Copy and Paste Link and Share via student email, or provide link directly on VFT in a text box''

[[File:Screenshot_2015-04-08_23.44.11.png|center|600px|caption]]

'''Zaption''' is a web-based service. Zaption transforms video-based learning with interactive content and tools that engage learners, deepen understanding, and track progress. Teachers, trainers and instructional designers use Zaption to quickly add images, text, and questions to existing online videos. With Zaption's Analytics, instructors get immediate feedback on how viewers interact with content and understand key concepts. Zaption can be accessed at the following address: [https://www.zaption.com/%20 https://www.zaption.com/ ]

An example of a video created with Zaption for this VFT can be found here: http://zapt.io/tjctbs6v

'''To Share with Students:'''

''Start Page for Video''

[[File:Screenshot 2015-04-08 23.28.20.png|center|600px|caption]]

''Click on Gear Cog and Select Tour Permissions''

[[File:Screenshot 2015-04-08 23.28.32.png|center|400px|caption]]

''Set your Tour Permissions''

[[File:Screenshot 2015-04-08 23.29.24.png|center|400px|caption]]

''Share your Video via Link or Embed Code on an LMS or Class Website''

[[File:Screenshot 2015-04-08 23.29.56.png|center|400px|caption]]

As students view the video and answer the questions, Zaption collects responses.

TOUR ANALYTICS for Basic (Free) Account:

You CAN:

- Real time tracking of all viewer activity and responses (for a free account you can have a maximum of 5 classes viewing the video you share)

- Monitor whole class progress with summary stats (good for data collection)

- View and sort responses to every question

- Option to hide viewer names when sharing responses with whole class (addresses privacy concerns)

- Track individual progress with detailed reports for every viewer (more opportunities for data collection)

You CANNOT:

Export to an LMS Gradebook or export all of these stats into a CSV file. However, if your class or Board is a Pro user, then these export options would be available. If you are a free user (and you can login using your Google account, so Zaption is a viable option for school boards who use Google Apps for Education), you can still track real-time summary statistics as your class watches the videos and answers the questions. It will simply store the data within the website in your account.

[[File:Screenshot 2015-04-08 23.27.39.png|center|600px|caption]]

====POST-VFT: EXIT TICKET / STUDENT REFLECTION====

Here is an example of an Exit Ticket that could be used at the conclusion of the VFT. It was created using Google Forms, and will automatically create a spreadsheet in order to collect student responses altogether. Educators use exit tickets as a way of collecting informal feedback from students, and they also provide a snapshot of student comprehension of the task or concept - this better informs the educator's teaching for the next day. It also challenges students to actively think about their learning experience, and report on it. This activity therefore supports and promotes metacognition, which "refers to higher order thinking which involves active control over the cognitive processes engaged in learning". <ref>A. Livingston, J. (1997, January 1). Metacognition: An Overview. Retrieved April 2, 2015, from http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm</ref>

''PME VFT Exit Ticket: Assessment as Learning''

https://docs.google.com/forms/d/13S_XD758wFlumARlwjueNOaE8c147_0WSrFXKNVfA_w/viewform?usp=send_form

'''''Sharing a Google Form with Students:'''''

''In Google Forms: Survey''

[[File:Screenshot 2015-04-09 01.22.44.png|center|600px|caption]]

''Send Form When Done''

[[File:Screenshot 2015-04-09 01.23.14.png|center|400px|caption]]

''Share Options (Link Share via student email; or Paste HTML to embed in website)''

[[File:Screenshot 2015-04-09 01.23.24.png|center|400px|caption]]

==Accommodations: Reaching All Learners==

Virtual field trips in Google Business View offers a variety of materials for many types of learners, depending on the learning materials embedded within the VFT. Examples could be: educational videos from several platforms (as long as the video has an embed code or can be shared via a link, they can be included in the VFT), images, links to websites, text boxes, audio clips, and Google Apps for Education products (Docs, Forms, Slides, etc). Educators are strongly encouraged to use the Chrome web browser to access the VFT, and to add the Chrome Read&Write extension (free) located at the following link:

https://chrome.google.com/webstore/detail/readwrite-for-google/inoeonmfapjbbkmdafoankkfajkcphgd

The Read&Write extension is a toolbar that will appear at the top of the student’s screen in any Google App. It allows students to listen to all content on their screens by placing their cursor at the beginning of any text and pressing play. Once installed in Chrome, it will present itself as a tab in the upper right-hand corner of the screen (it looks like a purple puzzle piece with “rw” written on it):

http://wiki.ubc.ca/images/8/81/Google_Doc_with_Read%26Write_Tab.png

Click on the tab. The free version of Chrome Read&Write’s toolbar will drop down (the Premium version includes materials such as highlighters and visual dictionaries):

http://wiki.ubc.ca/images/9/91/Google_Doc_with_Read%26Write_Toolbar.png

Students can also be encouraged to navigate through the VFT at their own pace, and visit exhibits in the order that feels natural to them.

==Assessments==

Assessment FOR learning is more commonly known as formative & diagnostic assessments. Assessment FOR learning is the use of a task or an activity for the purpose of determining student progress during a unit or block of instruction. Teachers are now afforded the chance to adjust classroom instruction based upon the needs of the students. Similarly, students are provided valuable feedback on their own learning.

Assessment OF learning is the use of a task or an activity to measure, record and report on a student's level of achievement in regards to specific learning expectations. These are often known as summative assessments.

Assessment AS learning is the use of a task or an activity to allow students the opportunity to use assessment to further their own learning. Self and peer assessments allow students to reflect on their own learning and identify areas of strength and need. These tasks offer students the chance to set their own personal goals and advocate for their own learning. <ref>Assessment, Evaluation and Reporting in Ontario Schools. (2010, January 1). Retrieved April 2, 2015, from http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf</ref>

'''Examples of assessments FOR, AS and OF learning:'''

''Assessment FOR Learning example(s): KWL Chart; Exit Ticket''

See 6.1 - Pre-VFT: Activation for link and instructions for KWL Chart

See 6.3 - Post-VFT: Exit Ticket / Student Reflection for link and instructions for Exit Ticket

''Assessment AS Learning example(s): Collaborative Google Slides; Zaption Video''

See 6.2 - During-VFT: Student Navigation for links and instructions

''Assessment OF Learning example: Rocks and Minerals Matching Quiz''

'''Students click on the link their teacher shares within the VFT (most likely in a text box at a Rocks and Minerals exhibit):'''

[[File:Screenshot 2015-04-08 20.50.39.png|center|600px|caption]]

'''“Make a Copy” prompt:'''

[[File:Screenshot 2015-04-08 20.51.00.png|center|600px|caption]]

'''The Google Docs file will open in the Google Docs application, and students can edit their own copy of the Rocks and Minerals Matching Quiz:'''

[[File:Screenshot 2015-04-08 20.51.24.png|center|600px|caption]]

Link to solutions for Rocks and Minerals Matching Quiz:

http://www.discoveryeducation.com/free-worksheets/rocks-and-minerals-matching-solution.cfm

[[File:Student navigating VFT.JPG|center|600px|caption]]

''A Grade 5 student in Timmins, Ontario finds another way to navigate the VFT''

==References==

<references/>

Documentation:Google Business View/Case Study 2

2015-04-12T19:11:54Z

Novak: /* PRE-VFT: ACTIVATION */

== The Pacific Museum of Earth Virtual Field Trip ==

The Pacific Museum of Earth is a small museum containing geologic samples which is an effective science based learning environment for a Virtual Field Trip of grades K-12. We have embedded education resources including; an introduction video by the curator, Google Slides to allow students to document their experiences, Google Forms to evaluate the students' experience, Wikipedia articles describing exhibits and YouTube videos also describing exhibits. Embedding these media shows the dynamic ability of Google Business View as an education learning environment.

{| class="wikitable"
|-
! Access to the Pacific Museum of Earth:
|-
| https://walkinto.in/tour/e1IHQx_lhggJx8S7luehl.
|}

The link to the Pacific Museum of Earth VFT can be posted to Google Classroom (or any LMS). Google Classroom is part of the Google Apps for Education suite, and many school boards are utilizing these products. Google Classroom can be accessed here, if you have a Google for Education account: [https://www.google.com/edu/products/productivity-tools/classroom/index.html Google Classroom]

''Post the PME VFT link to the Classroom Stream as an Announcement''

[[File:Google Classroom VFT Link.png|centre|600px|Navigation arrows GBV]]

==Intended Audiences==

====Public School Teachers====
K-12 teachers who would like to provide their learners with a virtual field trip involving geology, oceanography, palaeontology experiences.

====Museum or Library Educators====

Educators looking to supplement the learning experience of patrons participating in Museum, or Library events, or to enhance Museum, or Library resources.

====Parents====

Parents looking to provide their children with a virtual learning experience. This may be used before an actual field trip to the Pacific Museum of Earth.

====Learners====

Learners can use the Virtual Field Trip to go back to the physical environment without having to be physically there. Using "iframed" within the Google Business Virtual Field Trip, instructors or course/space designers can add various teaching and learning materials, media and quizzes or polls. This may allow students to communicate with their instructors or peers locally, or internationally

==How to Use the Virtual Field Trip==

====Software Requirements====

Google Business View is a cloud based software and is available through any web browser, and on various operating systems including Android, iOS and Windows. It is powered by Street View technology within Google Maps.
Google Business View can be accessed through this link on your PC: http://www.google.ca/intl/en-GB/maps/about/partners/businessview/.

===Navigating Through This Virtual Field Trip===
Learners navigate through the museum and exploring different area by using the navigation arrows.

[[File:Navigation Arrorws2.png|centre|600px|Navigation arrows GBV]]

Learners can navigate to specific sections by using the left hand menu.

[[File:Navigation Menu.png|centre|600px|Navigation Menu]]

Throughout the museum are videos, media and an exit ticket which can be selected by either entering an area, or selecting a pop-up icon.

[[File:Media icon2.png|460px]]
[[File:Media example.png|460px]]

===[[Documentation:Google_Business_View/Case_Study_2|The Pacific Museum of Earth Virtual Field Trip]]===

In the following guide, we will show teachers how to utilize Google Business View as a platform for learning materials from the Google Apps for Education suite of products (Google Docs, Drawings, Slides and Forms), explain how they may be used to enhance the VFT, and provide teachers and students with an online environment to share knowledge gained and collaborate with each other while navigating through the platform.

==Learning Objectives==

'''Suggested Objective for Students: Developing a Learning Resource for the PME (Research Project)'''

At the onset of the VFT, all students will read the following message:

Hello students, and welcome to the Pacific Museum of Earth (PME), located on the beautiful Vancouver campus of the University of British Columbia!

Before you begin your virtual tour, please go to the “Welcome from the Curator” screen and watch as Dr. Hodge tells you about the PME. You may get an idea of what exhibits you would like to visit first!

Then, you are free to navigate around the museum. YOU MUST:

1) Complete research notes as you go through the tour in the class Google Slides app (the link to the document can be found on this page: http://goo.gl/NwQDtL). Choose a slide by typing your name as the title. If you need more than 1 slide, click on the + button while on your slide, and a new slide will be created after yours! Remember to also type your name on the new slide(s).

2) Visit ALL exhibits and complete ALL learning materials attached to the exhibits. Your teacher will receive your responses, and this will count toward your final mark.

3) Complete the Exit Ticket at the end of the tour.

4) Choose ONE topic from your research notes (such as “How a cell phone screen is made”) that you would like to explore further, as you will be asked to create a learning resource for the museum along with your classmates. A learning resource about your chosen topic could include (but is not limited to): a video, slideshow, pamphlet, poster, infographic, article, etc.

Have fun!

''NB: Since this message will be accessed directly from the "Learning Goals" screen in the VFT, they are free to refer back to it as they please.''

'''The Scientific Inquiry/Research Skill Continuum''':

Research includes both primary research, which is done through first-hand, direct observation of objects and processes (physical classroom activities, pre or post-VFT), and secondary research, which is done by reviewing the work and the findings of others (during VFT).

''Initiating and Planning'':

The student asks questions that demonstrate curiosity about the world around him or her.

''Performing and Recording'':

The student selects information from prior knowledge, other people, and observations made during his or her explorations.

The student acknowledges the use of information sources (e.g., specific people).

''Analyzing and Interpreting'':

The student proposes an answer to the question being investigated, on the basis of information gathered.

The student describes steps taken to answer the question. <ref> Ontario Ministry of Education. (2007). The Ontario Curriculum Grades 1-8 Science and Technology. Retrieved March 29th 2015. http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf</ref>

[[File:Student pointing to a geode.JPG|centre|600px|Navigation arrows GBV]]

''A Grade 5 student in Timmins, Ontario points to a geode he has seen before''

==Curriculum Expectations==

Here are some Ontario curriculum expectations the Pacific Museum of Earth VFT would lend itself to:

GRADE 4 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING EARTH AND SPACE SYSTEMS: ROCKS AND MINERALS

OVERALL EXPECTATIONS

Students will: 1. assess the social and environmental impacts of human uses of rocks and minerals; 2. investigate, test, and compare the physical properties of rocks and minerals; 3. demonstrate an understanding of the physical properties of rocks and minerals.

GRADE 5 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING STRUCTURES AND MECHANISMS: FORCES ACTING ON STRUCTURES

OVERALL EXPECTATIONS

Students will: 1. analyse social and environmental impacts of forces acting on structures and mechanisms; 2. investigate forces that act on structures and mechanisms

GRADE 6 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING EARTH AND SPACE SYSTEMS: SPACE

OVERALL EXPECTATIONS

Students will: 1. assess the impact of space exploration on society and the environment; 2. investigate characteristics of the systems of which the earth is a part and the relationship between the earth, the sun, and the moon; 3. demonstrate an understanding of components of the systems of which the earth is a part, and explain the phenomena that result from the movement of different bodies in space. <ref>http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf</ref>

Here are some British Columbia curriculum expectations the Pacific Museum of Earth VFT would lend itself to:

GRADE 3 BC SCIENCE CURRICULUM EXPECTATIONS:

Strand: EARTH AND SPACE SCIENCE

OVERALL EXPECTATIONS

Describe characteristics and movements of objects in our solar system.

GRADE 7 BC SCIENCE CURRICULUM EXPECTATIONS:

Strand: EARTH AND SPACE SCIENCE

OVERALL EXPECTATIONS

Students will: 1. compare the characteristics of the Earth’s core, mantle, and crust, and describe the formation of rocks; 2. analyse the dynamics of tectonic plate movement and landmass formation; 3. explain how the Earth’s surface changes over time <ref>https://www.bced.gov.bc.ca/irp/pdfs/sciences/2005scik7.pdf</ref>

==Activities==

====PRE-VFT: ACTIVATION====

'''Introductory Video'''

Students will play the introductory video at the beginning of the virtual tour to engage and interest the student in the activity. The video features a welcome message from the Museum Curator, and a brief outline of the exhibits that await the students.

'''KWL Chart'''

As specified in Learning Objectives, students should engage in various types of research pertaining to one or more of the topics displayed in the virtual museum tour. Using a K-W-L chart, students can prepare to research a topic and use it to track information gathered along the way. This tool will help students confirm what they know about a topic and encourage them to think about how they want to focus their research. Ask students leading questions for each column of the chart, such as, “What do you already ‘know’ about this topic?” “What things do you ‘want’ to learn about the topic, so you can focus your research?” and “What did you ‘learn’ from doing your research?” <ref>K-W-L Chart. (2013, January 1). Retrieved March 11, 2015, from http://www.readwritethink.org/classroom-resources/printouts/chart-a-30226.html</ref>

Below is a link that educators may use before, during and after the classroom VFT. It is a K-W-L Chart called “VFT KWL Chart” that is fully editable, and anyone with the link below may edit this document. Educators may share this document with their students through email, or directly in the Google Business View (GBV) tour as a link in a text box, perhaps at the beginning of the tour. It will prompt the student to “Make a Copy” when the link is clicked, which will, in turn, save a copy to their Google Drive. It will open in Google Drawings.

NB: The teacher is encouraged to retain the “Ditch That Textbook” insignia at the bottom right-hand corner of the document, as this will provide attribution to the initial creator of the document (Matt Miller: http://ditchthattextbook.com).

Share this link with students prior to the VFT:

https://docs.google.com/drawings/d/1PigMsy-eMATdO14y64bdL2O1y-kh3aBOuH9uMb_XAVo/copy

''Here are screenshots to show students the process.''

'''Students click on the link shared by teacher:'''

[[File:Google Drawing link Screenshot 1.png|center|600px|caption]]

'''“Make a Copy” prompt:'''

[[File:Google Drawing Make a Copy.png|center|600px|caption]]

'''The Google Drawings file will open in the Google Drawings application, and students can edit their own copy of the VFT KWL chart:'''

[[File:KWL_Chart.png|center|600px|caption]]

====DURING VFT: STUDENT NAVIGATION====

Educators may take more than one approach to a virtual field trip. Option A: Provide a prescribed path that students must follow in a sequential order, or Option B: Allow the students to create their own pathway to learning, and visit the exhibits in a way that feels naturally to them. Option A could be recommended for students who require more guidance and structure in classroom activities. Option B could be recommended for students who do not necessarily require structure, and indeed flourish when provided with choice. The VFT is designed to be used at the discretion of the educator and student, and to provide a learning environment tailored to their specific learning goals and needs.

'''Suggested Resources'''

'''Google Slides''' is a cloud-based presentation software that can be used in a VFT to collect student thoughts, ideas and research notes as the students navigate through the exhibits. An educator can create a Google Slides presentation, ensuring that each student has (at least) one slide to take notes on, and provide a link or embed the Slides within the VFT. Editing permissions are key here, as all students in the class requires editing rights to the same document. In the following screenshots, we will show you how to achieve this:

An example of a Google Slideshow created for this VFT can be found here:

https://docs.google.com/presentation/d/1qklXoKXNUAjfygkiqsMDXKJ_KoxS9752pYiwxPhHOBg/edit#slide=id.p

'''To Share with Students:'''

''Start Page for Google Slides''

[[File:Screenshot_2015-04-08_23.42.28.png|center|600px|caption]]

''Click on Share Button''

[[File:Screenshot_2015-04-08_23.42.47.png|center|600px|caption]]

''Click on Get Shareable Link''

[[File:Screenshot_2015-04-08_23.43.30.png|center|600px|caption]]

''Click on Anyone with the Link Can EDIT - this will allow all students to edit the same document''

[[File:Screenshot_2015-04-08_23.43.42.png|center|600px|caption]]

''Copy and Paste Link and Share via student email, or provide link directly on VFT in a text box''

[[File:Screenshot_2015-04-08_23.44.11.png|center|600px|caption]]

'''Zaption''' is a web-based service. Zaption transforms video-based learning with interactive content and tools that engage learners, deepen understanding, and track progress. Teachers, trainers and instructional designers use Zaption to quickly add images, text, and questions to existing online videos. With Zaption's Analytics, instructors get immediate feedback on how viewers interact with content and understand key concepts. Zaption can be accessed at the following address: [https://www.zaption.com/%20 https://www.zaption.com/ ]

An example of a video created with Zaption for this VFT can be found here: http://zapt.io/tjctbs6v

'''To Share with Students:'''

''Start Page for Video''

[[File:Screenshot 2015-04-08 23.28.20.png|center|600px|caption]]

''Click on Gear Cog and Select Tour Permissions''

[[File:Screenshot 2015-04-08 23.28.32.png|center|400px|caption]]

''Set your Tour Permissions''

[[File:Screenshot 2015-04-08 23.29.24.png|center|400px|caption]]

''Share your Video via Link or Embed Code on an LMS or Class Website''

[[File:Screenshot 2015-04-08 23.29.56.png|center|400px|caption]]

As students view the video and answer the questions, Zaption collects responses.

TOUR ANALYTICS for Basic (Free) Account:

You CAN:

- Real time tracking of all viewer activity and responses (for a free account you can have a maximum of 5 classes viewing the video you share)

- Monitor whole class progress with summary stats (good for data collection)

- View and sort responses to every question

- Option to hide viewer names when sharing responses with whole class (addresses privacy concerns)

- Track individual progress with detailed reports for every viewer (more opportunities for data collection)

You CANNOT:

Export to an LMS Gradebook or export all of these stats into a CSV file. However, if your class or Board is a Pro user, then these export options would be available. If you are a free user (and you can login using your Google account, so Zaption is a viable option for school boards who use Google Apps for Education), you can still track real-time summary statistics as your class watches the videos and answers the questions. It will simply store the data within the website in your account.

[[File:Screenshot 2015-04-08 23.27.39.png|center|600px|caption]]

====POST-VFT: EXIT TICKET / STUDENT REFLECTION====

Here is an example of an Exit Ticket that could be used at the conclusion of the VFT. It was created using Google Forms, and will automatically create a spreadsheet in order to collect student responses altogether. Educators use exit tickets as a way of collecting informal feedback from students, and they also provide a snapshot of student comprehension of the task or concept - this better informs the educator's teaching for the next day. It also challenges students to actively think about their learning experience, and report on it. This activity therefore supports and promotes metacognition, which "refers to higher order thinking which involves active control over the cognitive processes engaged in learning". <ref>A. Livingston, J. (1997, January 1). Metacognition: An Overview. Retrieved April 2, 2015, from http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm</ref>

''PME VFT Exit Ticket: Assessment as Learning''

https://docs.google.com/forms/d/13S_XD758wFlumARlwjueNOaE8c147_0WSrFXKNVfA_w/viewform?usp=send_form

'''''Sharing a Google Form with Students:'''''

''In Google Forms: Survey''

[[File:Screenshot 2015-04-09 01.22.44.png|center|600px|caption]]

''Send Form When Done''

[[File:Screenshot 2015-04-09 01.23.14.png|center|400px|caption]]

''Share Options (Link Share via student email; or Paste HTML to embed in website)''

[[File:Screenshot 2015-04-09 01.23.24.png|center|400px|caption]]

==Accommodations: Reaching All Learners==

Virtual field trips in Google Business View offers a variety of materials for many types of learners, depending on the learning materials embedded within the VFT. Examples could be: educational videos from several platforms (as long as the video has an embed code or can be shared via a link, they can be included in the VFT), images, links to websites, text boxes, audio clips, and Google Apps for Education products (Docs, Forms, Slides, etc). Educators are strongly encouraged to use the Chrome web browser to access the VFT, and to add the Chrome Read&Write extension (free) located at the following link:

https://chrome.google.com/webstore/detail/readwrite-for-google/inoeonmfapjbbkmdafoankkfajkcphgd

The Read&Write extension is a toolbar that will appear at the top of the student’s screen in any Google App. It allows students to listen to all content on their screens by placing their cursor at the beginning of any text and pressing play. Once installed in Chrome, it will present itself as a tab in the upper right-hand corner of the screen (it looks like a purple puzzle piece with “rw” written on it):

http://wiki.ubc.ca/images/8/81/Google_Doc_with_Read%26Write_Tab.png

Click on the tab. The free version of Chrome Read&Write’s toolbar will drop down (the Premium version includes materials such as highlighters and visual dictionaries):

http://wiki.ubc.ca/images/9/91/Google_Doc_with_Read%26Write_Toolbar.png

Students can also be encouraged to navigate through the VFT at their own pace, and visit exhibits in the order that feels natural to them.

==Assessments==

Assessment FOR learning is more commonly known as formative & diagnostic assessments. Assessment FOR learning is the use of a task or an activity for the purpose of determining student progress during a unit or block of instruction. Teachers are now afforded the chance to adjust classroom instruction based upon the needs of the students. Similarly, students are provided valuable feedback on their own learning.

Assessment OF learning is the use of a task or an activity to measure, record and report on a student's level of achievement in regards to specific learning expectations. These are often known as summative assessments.

Assessment AS learning is the use of a task or an activity to allow students the opportunity to use assessment to further their own learning. Self and peer assessments allow students to reflect on their own learning and identify areas of strength and need. These tasks offer students the chance to set their own personal goals and advocate for their own learning. <ref>Assessment, Evaluation and Reporting in Ontario Schools. (2010, January 1). Retrieved April 2, 2015, from http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf</ref>

'''Examples of assessments FOR, AS and OF learning:'''

''Assessment FOR Learning example(s): KWL Chart; Exit Ticket''

See 6.1 - Pre-VFT: Activation for link and instructions for KWL Chart

See 6.3 - Post-VFT: Exit Ticket / Student Reflection for link and instructions for Exit Ticket

''Assessment AS Learning example(s): Collaborative Google Slides; Zaption Video''

See 6.2 - During-VFT: Student Navigation for links and instructions

''Assessment OF Learning example: Rocks and Minerals Matching Quiz''

'''Students click on the link their teacher shares within the VFT (most likely in a text box at a Rocks and Minerals exhibit):'''

[[File:Screenshot 2015-04-08 20.50.39.png|center|600px|caption]]

'''“Make a Copy” prompt:'''

[[File:Screenshot 2015-04-08 20.51.00.png|center|600px|caption]]

'''The Google Docs file will open in the Google Docs application, and students can edit their own copy of the Rocks and Minerals Matching Quiz:'''

[[File:Screenshot 2015-04-08 20.51.24.png|center|600px|caption]]

Link to solutions for Rocks and Minerals Matching Quiz:

http://www.discoveryeducation.com/free-worksheets/rocks-and-minerals-matching-solution.cfm

[[File:Student navigating VFT.JPG|center|600px|caption]]

''A Grade 5 student in Timmins, Ontario finds another way to navigate the VFT''

==References==

<references/>

Documentation:Google Business View/Case Study 2

2015-04-12T19:08:10Z

Novak: /* POST-VFT: EXIT TICKET / STUDENT REFLECTION */

== The Pacific Museum of Earth Virtual Field Trip ==

The Pacific Museum of Earth is a small museum containing geologic samples which is an effective science based learning environment for a Virtual Field Trip of grades K-12. We have embedded education resources including; an introduction video by the curator, Google Slides to allow students to document their experiences, Google Forms to evaluate the students' experience, Wikipedia articles describing exhibits and YouTube videos also describing exhibits. Embedding these media shows the dynamic ability of Google Business View as an education learning environment.

{| class="wikitable"
|-
! Access to the Pacific Museum of Earth:
|-
| https://walkinto.in/tour/e1IHQx_lhggJx8S7luehl.
|}

The link to the Pacific Museum of Earth VFT can be posted to Google Classroom (or any LMS). Google Classroom is part of the Google Apps for Education suite, and many school boards are utilizing these products. Google Classroom can be accessed here, if you have a Google for Education account: [https://www.google.com/edu/products/productivity-tools/classroom/index.html Google Classroom]

''Post the PME VFT link to the Classroom Stream as an Announcement''

[[File:Google Classroom VFT Link.png|centre|600px|Navigation arrows GBV]]

==Intended Audiences==

====Public School Teachers====
K-12 teachers who would like to provide their learners with a virtual field trip involving geology, oceanography, palaeontology experiences.

====Museum or Library Educators====

Educators looking to supplement the learning experience of patrons participating in Museum, or Library events, or to enhance Museum, or Library resources.

====Parents====

Parents looking to provide their children with a virtual learning experience. This may be used before an actual field trip to the Pacific Museum of Earth.

====Learners====

Learners can use the Virtual Field Trip to go back to the physical environment without having to be physically there. Using "iframed" within the Google Business Virtual Field Trip, instructors or course/space designers can add various teaching and learning materials, media and quizzes or polls. This may allow students to communicate with their instructors or peers locally, or internationally

==How to Use the Virtual Field Trip==

====Software Requirements====

Google Business View is a cloud based software and is available through any web browser, and on various operating systems including Android, iOS and Windows. It is powered by Street View technology within Google Maps.
Google Business View can be accessed through this link on your PC: http://www.google.ca/intl/en-GB/maps/about/partners/businessview/.

===Navigating Through This Virtual Field Trip===
Learners navigate through the museum and exploring different area by using the navigation arrows.

[[File:Navigation Arrorws2.png|centre|600px|Navigation arrows GBV]]

Learners can navigate to specific sections by using the left hand menu.

[[File:Navigation Menu.png|centre|600px|Navigation Menu]]

Throughout the museum are videos, media and an exit ticket which can be selected by either entering an area, or selecting a pop-up icon.

[[File:Media icon2.png|460px]]
[[File:Media example.png|460px]]

===[[Documentation:Google_Business_View/Case_Study_2|The Pacific Museum of Earth Virtual Field Trip]]===

In the following guide, we will show teachers how to utilize Google Business View as a platform for learning materials from the Google Apps for Education suite of products (Google Docs, Drawings, Slides and Forms), explain how they may be used to enhance the VFT, and provide teachers and students with an online environment to share knowledge gained and collaborate with each other while navigating through the platform.

==Learning Objectives==

'''Suggested Objective for Students: Developing a Learning Resource for the PME (Research Project)'''

At the onset of the VFT, all students will read the following message:

Hello students, and welcome to the Pacific Museum of Earth (PME), located on the beautiful Vancouver campus of the University of British Columbia!

Before you begin your virtual tour, please go to the “Welcome from the Curator” screen and watch as Dr. Hodge tells you about the PME. You may get an idea of what exhibits you would like to visit first!

Then, you are free to navigate around the museum. YOU MUST:

1) Complete research notes as you go through the tour in the class Google Slides app (the link to the document can be found on this page: http://goo.gl/NwQDtL). Choose a slide by typing your name as the title. If you need more than 1 slide, click on the + button while on your slide, and a new slide will be created after yours! Remember to also type your name on the new slide(s).

2) Visit ALL exhibits and complete ALL learning materials attached to the exhibits. Your teacher will receive your responses, and this will count toward your final mark.

3) Complete the Exit Ticket at the end of the tour.

4) Choose ONE topic from your research notes (such as “How a cell phone screen is made”) that you would like to explore further, as you will be asked to create a learning resource for the museum along with your classmates. A learning resource about your chosen topic could include (but is not limited to): a video, slideshow, pamphlet, poster, infographic, article, etc.

Have fun!

''NB: Since this message will be accessed directly from the "Learning Goals" screen in the VFT, they are free to refer back to it as they please.''

'''The Scientific Inquiry/Research Skill Continuum''':

Research includes both primary research, which is done through first-hand, direct observation of objects and processes (physical classroom activities, pre or post-VFT), and secondary research, which is done by reviewing the work and the findings of others (during VFT).

''Initiating and Planning'':

The student asks questions that demonstrate curiosity about the world around him or her.

''Performing and Recording'':

The student selects information from prior knowledge, other people, and observations made during his or her explorations.

The student acknowledges the use of information sources (e.g., specific people).

''Analyzing and Interpreting'':

The student proposes an answer to the question being investigated, on the basis of information gathered.

The student describes steps taken to answer the question. <ref> Ontario Ministry of Education. (2007). The Ontario Curriculum Grades 1-8 Science and Technology. Retrieved March 29th 2015. http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf</ref>

[[File:Student pointing to a geode.JPG|centre|600px|Navigation arrows GBV]]

''A Grade 5 student in Timmins, Ontario points to a geode he has seen before''

==Curriculum Expectations==

Here are some Ontario curriculum expectations the Pacific Museum of Earth VFT would lend itself to:

GRADE 4 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING EARTH AND SPACE SYSTEMS: ROCKS AND MINERALS

OVERALL EXPECTATIONS

Students will: 1. assess the social and environmental impacts of human uses of rocks and minerals; 2. investigate, test, and compare the physical properties of rocks and minerals; 3. demonstrate an understanding of the physical properties of rocks and minerals.

GRADE 5 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING STRUCTURES AND MECHANISMS: FORCES ACTING ON STRUCTURES

OVERALL EXPECTATIONS

Students will: 1. analyse social and environmental impacts of forces acting on structures and mechanisms; 2. investigate forces that act on structures and mechanisms

GRADE 6 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING EARTH AND SPACE SYSTEMS: SPACE

OVERALL EXPECTATIONS

Students will: 1. assess the impact of space exploration on society and the environment; 2. investigate characteristics of the systems of which the earth is a part and the relationship between the earth, the sun, and the moon; 3. demonstrate an understanding of components of the systems of which the earth is a part, and explain the phenomena that result from the movement of different bodies in space. <ref>http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf</ref>

Here are some British Columbia curriculum expectations the Pacific Museum of Earth VFT would lend itself to:

GRADE 3 BC SCIENCE CURRICULUM EXPECTATIONS:

Strand: EARTH AND SPACE SCIENCE

OVERALL EXPECTATIONS

Describe characteristics and movements of objects in our solar system.

GRADE 7 BC SCIENCE CURRICULUM EXPECTATIONS:

Strand: EARTH AND SPACE SCIENCE

OVERALL EXPECTATIONS

Students will: 1. compare the characteristics of the Earth’s core, mantle, and crust, and describe the formation of rocks; 2. analyse the dynamics of tectonic plate movement and landmass formation; 3. explain how the Earth’s surface changes over time <ref>https://www.bced.gov.bc.ca/irp/pdfs/sciences/2005scik7.pdf</ref>

==Activities==

====PRE-VFT: ACTIVATION====

'''Introductory Video'''

Students will play the introductory video at the beginning of the virtual tour to engage and interest the student in the activity. The video features a welcome message from the Museum Curator, and a brief outline of the exhibits that await the students.

'''KWL Chart'''

As specified in Learning Objectives, students should engage in various types of research pertaining to one or more of the topics displayed in the virtual museum tour. Using a K-W-L chart, students can prepare to research a topic and use it to track information gathered along the way. This tool will help students confirm what they know about a topic and encourage them to think about how they want to focus their research. Ask students leading questions for each column of the chart, such as, “What do you already ‘know’ about this topic?” “What things do you ‘want’ to learn about the topic, so you can focus your research?” and “What did you ‘learn’ from doing your research?” <ref> http://www.readwritethink.org/classroom-resources/printouts/chart-a-30226.html</ref>

Below is a link that educators may use before, during and after the classroom VFT. It is a K-W-L Chart called “VFT KWL Chart” that is fully editable, and anyone with the link below may edit this document. Educators may share this document with their students through email, or directly in the Google Business View (GBV) tour as a link in a text box, perhaps at the beginning of the tour. It will prompt the student to “Make a Copy” when the link is clicked, which will, in turn, save a copy to their Google Drive. It will open in Google Drawings.

NB: The teacher is encouraged to retain the “Ditch That Textbook” insignia at the bottom right-hand corner of the document, as this will provide attribution to the initial creator of the document (Matt Miller: http://ditchthattextbook.com).

Share this link with students prior to the VFT:

https://docs.google.com/drawings/d/1PigMsy-eMATdO14y64bdL2O1y-kh3aBOuH9uMb_XAVo/copy

''Here are screenshots to show students the process.''

'''Students click on the link shared by teacher:'''

[[File:Google Drawing link Screenshot 1.png|center|600px|caption]]

'''“Make a Copy” prompt:'''

[[File:Google Drawing Make a Copy.png|center|600px|caption]]

'''The Google Drawings file will open in the Google Drawings application, and students can edit their own copy of the VFT KWL chart:'''

[[File:KWL_Chart.png|center|600px|caption]]
====DURING VFT: STUDENT NAVIGATION====

Educators may take more than one approach to a virtual field trip. Option A: Provide a prescribed path that students must follow in a sequential order, or Option B: Allow the students to create their own pathway to learning, and visit the exhibits in a way that feels naturally to them. Option A could be recommended for students who require more guidance and structure in classroom activities. Option B could be recommended for students who do not necessarily require structure, and indeed flourish when provided with choice. The VFT is designed to be used at the discretion of the educator and student, and to provide a learning environment tailored to their specific learning goals and needs.

'''Suggested Resources'''

'''Google Slides''' is a cloud-based presentation software that can be used in a VFT to collect student thoughts, ideas and research notes as the students navigate through the exhibits. An educator can create a Google Slides presentation, ensuring that each student has (at least) one slide to take notes on, and provide a link or embed the Slides within the VFT. Editing permissions are key here, as all students in the class requires editing rights to the same document. In the following screenshots, we will show you how to achieve this:

An example of a Google Slideshow created for this VFT can be found here:

https://docs.google.com/presentation/d/1qklXoKXNUAjfygkiqsMDXKJ_KoxS9752pYiwxPhHOBg/edit#slide=id.p

'''To Share with Students:'''

''Start Page for Google Slides''

[[File:Screenshot_2015-04-08_23.42.28.png|center|600px|caption]]

''Click on Share Button''

[[File:Screenshot_2015-04-08_23.42.47.png|center|600px|caption]]

''Click on Get Shareable Link''

[[File:Screenshot_2015-04-08_23.43.30.png|center|600px|caption]]

''Click on Anyone with the Link Can EDIT - this will allow all students to edit the same document''

[[File:Screenshot_2015-04-08_23.43.42.png|center|600px|caption]]

''Copy and Paste Link and Share via student email, or provide link directly on VFT in a text box''

[[File:Screenshot_2015-04-08_23.44.11.png|center|600px|caption]]

'''Zaption''' is a web-based service. Zaption transforms video-based learning with interactive content and tools that engage learners, deepen understanding, and track progress. Teachers, trainers and instructional designers use Zaption to quickly add images, text, and questions to existing online videos. With Zaption's Analytics, instructors get immediate feedback on how viewers interact with content and understand key concepts. Zaption can be accessed at the following address: [https://www.zaption.com/%20 https://www.zaption.com/ ]

An example of a video created with Zaption for this VFT can be found here: http://zapt.io/tjctbs6v

'''To Share with Students:'''

''Start Page for Video''

[[File:Screenshot 2015-04-08 23.28.20.png|center|600px|caption]]

''Click on Gear Cog and Select Tour Permissions''

[[File:Screenshot 2015-04-08 23.28.32.png|center|400px|caption]]

''Set your Tour Permissions''

[[File:Screenshot 2015-04-08 23.29.24.png|center|400px|caption]]

''Share your Video via Link or Embed Code on an LMS or Class Website''

[[File:Screenshot 2015-04-08 23.29.56.png|center|400px|caption]]

As students view the video and answer the questions, Zaption collects responses.

TOUR ANALYTICS for Basic (Free) Account:

You CAN:

- Real time tracking of all viewer activity and responses (for a free account you can have a maximum of 5 classes viewing the video you share)

- Monitor whole class progress with summary stats (good for data collection)

- View and sort responses to every question

- Option to hide viewer names when sharing responses with whole class (addresses privacy concerns)

- Track individual progress with detailed reports for every viewer (more opportunities for data collection)

You CANNOT:

Export to an LMS Gradebook or export all of these stats into a CSV file. However, if your class or Board is a Pro user, then these export options would be available. If you are a free user (and you can login using your Google account, so Zaption is a viable option for school boards who use Google Apps for Education), you can still track real-time summary statistics as your class watches the videos and answers the questions. It will simply store the data within the website in your account.

[[File:Screenshot 2015-04-08 23.27.39.png|center|600px|caption]]

====POST-VFT: EXIT TICKET / STUDENT REFLECTION====

Here is an example of an Exit Ticket that could be used at the conclusion of the VFT. It was created using Google Forms, and will automatically create a spreadsheet in order to collect student responses altogether. Educators use exit tickets as a way of collecting informal feedback from students, and they also provide a snapshot of student comprehension of the task or concept - this better informs the educator's teaching for the next day. It also challenges students to actively think about their learning experience, and report on it. This activity therefore supports and promotes metacognition, which "refers to higher order thinking which involves active control over the cognitive processes engaged in learning". <ref>A. Livingston, J. (1997, January 1). Metacognition: An Overview. Retrieved April 2, 2015, from http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm</ref>

''PME VFT Exit Ticket: Assessment as Learning''

https://docs.google.com/forms/d/13S_XD758wFlumARlwjueNOaE8c147_0WSrFXKNVfA_w/viewform?usp=send_form

'''''Sharing a Google Form with Students:'''''

''In Google Forms: Survey''

[[File:Screenshot 2015-04-09 01.22.44.png|center|600px|caption]]

''Send Form When Done''

[[File:Screenshot 2015-04-09 01.23.14.png|center|400px|caption]]

''Share Options (Link Share via student email; or Paste HTML to embed in website)''

[[File:Screenshot 2015-04-09 01.23.24.png|center|400px|caption]]

==Accommodations: Reaching All Learners==

Virtual field trips in Google Business View offers a variety of materials for many types of learners, depending on the learning materials embedded within the VFT. Examples could be: educational videos from several platforms (as long as the video has an embed code or can be shared via a link, they can be included in the VFT), images, links to websites, text boxes, audio clips, and Google Apps for Education products (Docs, Forms, Slides, etc). Educators are strongly encouraged to use the Chrome web browser to access the VFT, and to add the Chrome Read&Write extension (free) located at the following link:

https://chrome.google.com/webstore/detail/readwrite-for-google/inoeonmfapjbbkmdafoankkfajkcphgd

The Read&Write extension is a toolbar that will appear at the top of the student’s screen in any Google App. It allows students to listen to all content on their screens by placing their cursor at the beginning of any text and pressing play. Once installed in Chrome, it will present itself as a tab in the upper right-hand corner of the screen (it looks like a purple puzzle piece with “rw” written on it):

http://wiki.ubc.ca/images/8/81/Google_Doc_with_Read%26Write_Tab.png

Click on the tab. The free version of Chrome Read&Write’s toolbar will drop down (the Premium version includes materials such as highlighters and visual dictionaries):

http://wiki.ubc.ca/images/9/91/Google_Doc_with_Read%26Write_Toolbar.png

Students can also be encouraged to navigate through the VFT at their own pace, and visit exhibits in the order that feels natural to them.

==Assessments==

Assessment FOR learning is more commonly known as formative & diagnostic assessments. Assessment FOR learning is the use of a task or an activity for the purpose of determining student progress during a unit or block of instruction. Teachers are now afforded the chance to adjust classroom instruction based upon the needs of the students. Similarly, students are provided valuable feedback on their own learning.

Assessment OF learning is the use of a task or an activity to measure, record and report on a student's level of achievement in regards to specific learning expectations. These are often known as summative assessments.

Assessment AS learning is the use of a task or an activity to allow students the opportunity to use assessment to further their own learning. Self and peer assessments allow students to reflect on their own learning and identify areas of strength and need. These tasks offer students the chance to set their own personal goals and advocate for their own learning. <ref>Assessment, Evaluation and Reporting in Ontario Schools. (2010, January 1). Retrieved April 2, 2015, from http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf</ref>

'''Examples of assessments FOR, AS and OF learning:'''

''Assessment FOR Learning example(s): KWL Chart; Exit Ticket''

See 6.1 - Pre-VFT: Activation for link and instructions for KWL Chart

See 6.3 - Post-VFT: Exit Ticket / Student Reflection for link and instructions for Exit Ticket

''Assessment AS Learning example(s): Collaborative Google Slides; Zaption Video''

See 6.2 - During-VFT: Student Navigation for links and instructions

''Assessment OF Learning example: Rocks and Minerals Matching Quiz''

'''Students click on the link their teacher shares within the VFT (most likely in a text box at a Rocks and Minerals exhibit):'''

[[File:Screenshot 2015-04-08 20.50.39.png|center|600px|caption]]

'''“Make a Copy” prompt:'''

[[File:Screenshot 2015-04-08 20.51.00.png|center|600px|caption]]

'''The Google Docs file will open in the Google Docs application, and students can edit their own copy of the Rocks and Minerals Matching Quiz:'''

[[File:Screenshot 2015-04-08 20.51.24.png|center|600px|caption]]

Link to solutions for Rocks and Minerals Matching Quiz:

http://www.discoveryeducation.com/free-worksheets/rocks-and-minerals-matching-solution.cfm

[[File:Student navigating VFT.JPG|center|600px|caption]]

''A Grade 5 student in Timmins, Ontario finds another way to navigate the VFT''

==References==

<references/>

Documentation:Google Business View/Case Study 2

2015-04-12T19:03:29Z

Novak: /* Assessments */

== The Pacific Museum of Earth Virtual Field Trip ==

The Pacific Museum of Earth is a small museum containing geologic samples which is an effective science based learning environment for a Virtual Field Trip of grades K-12. We have embedded education resources including; an introduction video by the curator, Google Slides to allow students to document their experiences, Google Forms to evaluate the students' experience, Wikipedia articles describing exhibits and YouTube videos also describing exhibits. Embedding these media shows the dynamic ability of Google Business View as an education learning environment.

{| class="wikitable"
|-
! Access to the Pacific Museum of Earth:
|-
| https://walkinto.in/tour/e1IHQx_lhggJx8S7luehl.
|}

The link to the Pacific Museum of Earth VFT can be posted to Google Classroom (or any LMS). Google Classroom is part of the Google Apps for Education suite, and many school boards are utilizing these products. Google Classroom can be accessed here, if you have a Google for Education account: [https://www.google.com/edu/products/productivity-tools/classroom/index.html Google Classroom]

''Post the PME VFT link to the Classroom Stream as an Announcement''

[[File:Google Classroom VFT Link.png|centre|600px|Navigation arrows GBV]]

==Intended Audiences==

====Public School Teachers====
K-12 teachers who would like to provide their learners with a virtual field trip involving geology, oceanography, palaeontology experiences.

====Museum or Library Educators====

Educators looking to supplement the learning experience of patrons participating in Museum, or Library events, or to enhance Museum, or Library resources.

====Parents====

Parents looking to provide their children with a virtual learning experience. This may be used before an actual field trip to the Pacific Museum of Earth.

====Learners====

Learners can use the Virtual Field Trip to go back to the physical environment without having to be physically there. Using "iframed" within the Google Business Virtual Field Trip, instructors or course/space designers can add various teaching and learning materials, media and quizzes or polls. This may allow students to communicate with their instructors or peers locally, or internationally

==How to Use the Virtual Field Trip==

====Software Requirements====

Google Business View is a cloud based software and is available through any web browser, and on various operating systems including Android, iOS and Windows. It is powered by Street View technology within Google Maps.
Google Business View can be accessed through this link on your PC: http://www.google.ca/intl/en-GB/maps/about/partners/businessview/.

===Navigating Through This Virtual Field Trip===
Learners navigate through the museum and exploring different area by using the navigation arrows.

[[File:Navigation Arrorws2.png|centre|600px|Navigation arrows GBV]]

Learners can navigate to specific sections by using the left hand menu.

[[File:Navigation Menu.png|centre|600px|Navigation Menu]]

Throughout the museum are videos, media and an exit ticket which can be selected by either entering an area, or selecting a pop-up icon.

[[File:Media icon2.png|460px]]
[[File:Media example.png|460px]]

===[[Documentation:Google_Business_View/Case_Study_2|The Pacific Museum of Earth Virtual Field Trip]]===

In the following guide, we will show teachers how to utilize Google Business View as a platform for learning materials from the Google Apps for Education suite of products (Google Docs, Drawings, Slides and Forms), explain how they may be used to enhance the VFT, and provide teachers and students with an online environment to share knowledge gained and collaborate with each other while navigating through the platform.

==Learning Objectives==

'''Suggested Objective for Students: Developing a Learning Resource for the PME (Research Project)'''

At the onset of the VFT, all students will read the following message:

Hello students, and welcome to the Pacific Museum of Earth (PME), located on the beautiful Vancouver campus of the University of British Columbia!

Before you begin your virtual tour, please go to the “Welcome from the Curator” screen and watch as Dr. Hodge tells you about the PME. You may get an idea of what exhibits you would like to visit first!

Then, you are free to navigate around the museum. YOU MUST:

1) Complete research notes as you go through the tour in the class Google Slides app (the link to the document can be found on this page: http://goo.gl/NwQDtL). Choose a slide by typing your name as the title. If you need more than 1 slide, click on the + button while on your slide, and a new slide will be created after yours! Remember to also type your name on the new slide(s).

2) Visit ALL exhibits and complete ALL learning materials attached to the exhibits. Your teacher will receive your responses, and this will count toward your final mark.

3) Complete the Exit Ticket at the end of the tour.

4) Choose ONE topic from your research notes (such as “How a cell phone screen is made”) that you would like to explore further, as you will be asked to create a learning resource for the museum along with your classmates. A learning resource about your chosen topic could include (but is not limited to): a video, slideshow, pamphlet, poster, infographic, article, etc.

Have fun!

''NB: Since this message will be accessed directly from the "Learning Goals" screen in the VFT, they are free to refer back to it as they please.''

'''The Scientific Inquiry/Research Skill Continuum''':

Research includes both primary research, which is done through first-hand, direct observation of objects and processes (physical classroom activities, pre or post-VFT), and secondary research, which is done by reviewing the work and the findings of others (during VFT).

''Initiating and Planning'':

The student asks questions that demonstrate curiosity about the world around him or her.

''Performing and Recording'':

The student selects information from prior knowledge, other people, and observations made during his or her explorations.

The student acknowledges the use of information sources (e.g., specific people).

''Analyzing and Interpreting'':

The student proposes an answer to the question being investigated, on the basis of information gathered.

The student describes steps taken to answer the question. <ref>http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf</ref>

[[File:Student pointing to a geode.JPG|centre|600px|Navigation arrows GBV]]

''A Grade 5 student in Timmins, Ontario points to a geode he has seen before''

==Curriculum Expectations==

Here are some Ontario curriculum expectations the Pacific Museum of Earth VFT would lend itself to:

GRADE 4 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING EARTH AND SPACE SYSTEMS: ROCKS AND MINERALS

OVERALL EXPECTATIONS

Students will: 1. assess the social and environmental impacts of human uses of rocks and minerals; 2. investigate, test, and compare the physical properties of rocks and minerals; 3. demonstrate an understanding of the physical properties of rocks and minerals.

GRADE 5 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING STRUCTURES AND MECHANISMS: FORCES ACTING ON STRUCTURES

OVERALL EXPECTATIONS

Students will: 1. analyse social and environmental impacts of forces acting on structures and mechanisms; 2. investigate forces that act on structures and mechanisms

GRADE 6 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING EARTH AND SPACE SYSTEMS: SPACE

OVERALL EXPECTATIONS

Students will: 1. assess the impact of space exploration on society and the environment; 2. investigate characteristics of the systems of which the earth is a part and the relationship between the earth, the sun, and the moon; 3. demonstrate an understanding of components of the systems of which the earth is a part, and explain the phenomena that result from the movement of different bodies in space. <ref>http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf</ref>

Here are some British Columbia curriculum expectations the Pacific Museum of Earth VFT would lend itself to:

GRADE 3 BC SCIENCE CURRICULUM EXPECTATIONS:

Strand: EARTH AND SPACE SCIENCE

OVERALL EXPECTATIONS

Describe characteristics and movements of objects in our solar system.

GRADE 7 BC SCIENCE CURRICULUM EXPECTATIONS:

Strand: EARTH AND SPACE SCIENCE

OVERALL EXPECTATIONS

Students will: 1. compare the characteristics of the Earth’s core, mantle, and crust, and describe the formation of rocks; 2. analyse the dynamics of tectonic plate movement and landmass formation; 3. explain how the Earth’s surface changes over time <ref>https://www.bced.gov.bc.ca/irp/pdfs/sciences/2005scik7.pdf</ref>

==Activities==

====PRE-VFT: ACTIVATION====

'''Introductory Video'''

Students will play the introductory video at the beginning of the virtual tour to engage and interest the student in the activity. The video features a welcome message from the Museum Curator, and a brief outline of the exhibits that await the students.

'''KWL Chart'''

As specified in Learning Objectives, students should engage in various types of research pertaining to one or more of the topics displayed in the virtual museum tour. Using a K-W-L chart, students can prepare to research a topic and use it to track information gathered along the way. This tool will help students confirm what they know about a topic and encourage them to think about how they want to focus their research. Ask students leading questions for each column of the chart, such as, “What do you already ‘know’ about this topic?” “What things do you ‘want’ to learn about the topic, so you can focus your research?” and “What did you ‘learn’ from doing your research?” <ref> http://www.readwritethink.org/classroom-resources/printouts/chart-a-30226.html</ref>

Below is a link that educators may use before, during and after the classroom VFT. It is a K-W-L Chart called “VFT KWL Chart” that is fully editable, and anyone with the link below may edit this document. Educators may share this document with their students through email, or directly in the Google Business View (GBV) tour as a link in a text box, perhaps at the beginning of the tour. It will prompt the student to “Make a Copy” when the link is clicked, which will, in turn, save a copy to their Google Drive. It will open in Google Drawings.

NB: The teacher is encouraged to retain the “Ditch That Textbook” insignia at the bottom right-hand corner of the document, as this will provide attribution to the initial creator of the document (Matt Miller: http://ditchthattextbook.com).

Share this link with students prior to the VFT:

https://docs.google.com/drawings/d/1PigMsy-eMATdO14y64bdL2O1y-kh3aBOuH9uMb_XAVo/copy

''Here are screenshots to show students the process.''

'''Students click on the link shared by teacher:'''

[[File:Google Drawing link Screenshot 1.png|center|600px|caption]]

'''“Make a Copy” prompt:'''

[[File:Google Drawing Make a Copy.png|center|600px|caption]]

'''The Google Drawings file will open in the Google Drawings application, and students can edit their own copy of the VFT KWL chart:'''

[[File:KWL_Chart.png|center|600px|caption]]
====DURING VFT: STUDENT NAVIGATION====

Educators may take more than one approach to a virtual field trip. Option A: Provide a prescribed path that students must follow in a sequential order, or Option B: Allow the students to create their own pathway to learning, and visit the exhibits in a way that feels naturally to them. Option A could be recommended for students who require more guidance and structure in classroom activities. Option B could be recommended for students who do not necessarily require structure, and indeed flourish when provided with choice. The VFT is designed to be used at the discretion of the educator and student, and to provide a learning environment tailored to their specific learning goals and needs.

'''Suggested Resources'''

'''Google Slides''' is a cloud-based presentation software that can be used in a VFT to collect student thoughts, ideas and research notes as the students navigate through the exhibits. An educator can create a Google Slides presentation, ensuring that each student has (at least) one slide to take notes on, and provide a link or embed the Slides within the VFT. Editing permissions are key here, as all students in the class requires editing rights to the same document. In the following screenshots, we will show you how to achieve this:

An example of a Google Slideshow created for this VFT can be found here:

https://docs.google.com/presentation/d/1qklXoKXNUAjfygkiqsMDXKJ_KoxS9752pYiwxPhHOBg/edit#slide=id.p

'''To Share with Students:'''

''Start Page for Google Slides''

[[File:Screenshot_2015-04-08_23.42.28.png|center|600px|caption]]

''Click on Share Button''

[[File:Screenshot_2015-04-08_23.42.47.png|center|600px|caption]]

''Click on Get Shareable Link''

[[File:Screenshot_2015-04-08_23.43.30.png|center|600px|caption]]

''Click on Anyone with the Link Can EDIT - this will allow all students to edit the same document''

[[File:Screenshot_2015-04-08_23.43.42.png|center|600px|caption]]

''Copy and Paste Link and Share via student email, or provide link directly on VFT in a text box''

[[File:Screenshot_2015-04-08_23.44.11.png|center|600px|caption]]

'''Zaption''' is a web-based service. Zaption transforms video-based learning with interactive content and tools that engage learners, deepen understanding, and track progress. Teachers, trainers and instructional designers use Zaption to quickly add images, text, and questions to existing online videos. With Zaption's Analytics, instructors get immediate feedback on how viewers interact with content and understand key concepts. Zaption can be accessed at the following address: [https://www.zaption.com/%20 https://www.zaption.com/ ]

An example of a video created with Zaption for this VFT can be found here: http://zapt.io/tjctbs6v

'''To Share with Students:'''

''Start Page for Video''

[[File:Screenshot 2015-04-08 23.28.20.png|center|600px|caption]]

''Click on Gear Cog and Select Tour Permissions''

[[File:Screenshot 2015-04-08 23.28.32.png|center|400px|caption]]

''Set your Tour Permissions''

[[File:Screenshot 2015-04-08 23.29.24.png|center|400px|caption]]

''Share your Video via Link or Embed Code on an LMS or Class Website''

[[File:Screenshot 2015-04-08 23.29.56.png|center|400px|caption]]

As students view the video and answer the questions, Zaption collects responses.

TOUR ANALYTICS for Basic (Free) Account:

You CAN:

- Real time tracking of all viewer activity and responses (for a free account you can have a maximum of 5 classes viewing the video you share)

- Monitor whole class progress with summary stats (good for data collection)

- View and sort responses to every question

- Option to hide viewer names when sharing responses with whole class (addresses privacy concerns)

- Track individual progress with detailed reports for every viewer (more opportunities for data collection)

You CANNOT:

Export to an LMS Gradebook or export all of these stats into a CSV file. However, if your class or Board is a Pro user, then these export options would be available. If you are a free user (and you can login using your Google account, so Zaption is a viable option for school boards who use Google Apps for Education), you can still track real-time summary statistics as your class watches the videos and answers the questions. It will simply store the data within the website in your account.

[[File:Screenshot 2015-04-08 23.27.39.png|center|600px|caption]]

====POST-VFT: EXIT TICKET / STUDENT REFLECTION====

Here is an example of an Exit Ticket that could be used at the conclusion of the VFT. It was created using Google Forms, and will automatically create a spreadsheet in order to collect student responses altogether. Educators use exit tickets as a way of collecting informal feedback from students, and they also provide a snapshot of student comprehension of the task or concept - this better informs the educator's teaching for the next day. It also challenges students to actively think about their learning experience, and report on it. This activity therefore supports and promotes metacognition, which "refers to higher order thinking which involves active control over the cognitive processes engaged in learning". <ref>http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm</ref>

''PME VFT Exit Ticket: Assessment as Learning''

https://docs.google.com/forms/d/13S_XD758wFlumARlwjueNOaE8c147_0WSrFXKNVfA_w/viewform?usp=send_form

'''''Sharing a Google Form with Students:'''''

''In Google Forms: Survey''

[[File:Screenshot 2015-04-09 01.22.44.png|center|600px|caption]]

''Send Form When Done''

[[File:Screenshot 2015-04-09 01.23.14.png|center|400px|caption]]

''Share Options (Link Share via student email; or Paste HTML to embed in website)''

[[File:Screenshot 2015-04-09 01.23.24.png|center|400px|caption]]

==Accommodations: Reaching All Learners==

Virtual field trips in Google Business View offers a variety of materials for many types of learners, depending on the learning materials embedded within the VFT. Examples could be: educational videos from several platforms (as long as the video has an embed code or can be shared via a link, they can be included in the VFT), images, links to websites, text boxes, audio clips, and Google Apps for Education products (Docs, Forms, Slides, etc). Educators are strongly encouraged to use the Chrome web browser to access the VFT, and to add the Chrome Read&Write extension (free) located at the following link:

https://chrome.google.com/webstore/detail/readwrite-for-google/inoeonmfapjbbkmdafoankkfajkcphgd

The Read&Write extension is a toolbar that will appear at the top of the student’s screen in any Google App. It allows students to listen to all content on their screens by placing their cursor at the beginning of any text and pressing play. Once installed in Chrome, it will present itself as a tab in the upper right-hand corner of the screen (it looks like a purple puzzle piece with “rw” written on it):

http://wiki.ubc.ca/images/8/81/Google_Doc_with_Read%26Write_Tab.png

Click on the tab. The free version of Chrome Read&Write’s toolbar will drop down (the Premium version includes materials such as highlighters and visual dictionaries):

http://wiki.ubc.ca/images/9/91/Google_Doc_with_Read%26Write_Toolbar.png

Students can also be encouraged to navigate through the VFT at their own pace, and visit exhibits in the order that feels natural to them.

==Assessments==

Assessment FOR learning is more commonly known as formative & diagnostic assessments. Assessment FOR learning is the use of a task or an activity for the purpose of determining student progress during a unit or block of instruction. Teachers are now afforded the chance to adjust classroom instruction based upon the needs of the students. Similarly, students are provided valuable feedback on their own learning.

Assessment OF learning is the use of a task or an activity to measure, record and report on a student's level of achievement in regards to specific learning expectations. These are often known as summative assessments.

Assessment AS learning is the use of a task or an activity to allow students the opportunity to use assessment to further their own learning. Self and peer assessments allow students to reflect on their own learning and identify areas of strength and need. These tasks offer students the chance to set their own personal goals and advocate for their own learning. <ref>Assessment, Evaluation and Reporting in Ontario Schools. (2010, January 1). Retrieved April 2, 2015, from http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf</ref>

'''Examples of assessments FOR, AS and OF learning:'''

''Assessment FOR Learning example(s): KWL Chart; Exit Ticket''

See 6.1 - Pre-VFT: Activation for link and instructions for KWL Chart

See 6.3 - Post-VFT: Exit Ticket / Student Reflection for link and instructions for Exit Ticket

''Assessment AS Learning example(s): Collaborative Google Slides; Zaption Video''

See 6.2 - During-VFT: Student Navigation for links and instructions

''Assessment OF Learning example: Rocks and Minerals Matching Quiz''

'''Students click on the link their teacher shares within the VFT (most likely in a text box at a Rocks and Minerals exhibit):'''

[[File:Screenshot 2015-04-08 20.50.39.png|center|600px|caption]]

'''“Make a Copy” prompt:'''

[[File:Screenshot 2015-04-08 20.51.00.png|center|600px|caption]]

'''The Google Docs file will open in the Google Docs application, and students can edit their own copy of the Rocks and Minerals Matching Quiz:'''

[[File:Screenshot 2015-04-08 20.51.24.png|center|600px|caption]]

Link to solutions for Rocks and Minerals Matching Quiz:

http://www.discoveryeducation.com/free-worksheets/rocks-and-minerals-matching-solution.cfm

[[File:Student navigating VFT.JPG|center|600px|caption]]

''A Grade 5 student in Timmins, Ontario finds another way to navigate the VFT''

==References==

<references/>

Documentation:Google Business View/Case Study 1

2015-04-12T18:52:28Z

Novak:

== The Civil and Mechanical Engineering Structures Lab ==
The Civil and Mechanical Engineering Structures Lab, will be used by engineering students at the University of British Columbia. By using Google Business View for lab orientation and training, learners will orientate themselves to the lab's functionality prior to physically coming to the lab. YouTube videos about using lab equipment as well as text documents containing lab safety information have been embedded.

This lab demonstrates how Google Business View can be used for a very specific educational purpose.
{| class="wikitable"
|-
! Access to the Civil and Mechanical Engineering Structures Lab:
|-
| http://goo.gl/Li7gq9.
|}

==Intended Audiences==

This is a very specific lab that has been designed to facilitate an introduction to a very particular lab. While this lab may not be applicable to many users, the concept of this lab is more broadly applicable.

====Lab Instructors====

Lab instructions will be able to provide an introduction to the lab and assess learner's knowledge before they arrive at the lab's physical location.

====Learners====

Learners who are required to be knowledgable about the Lab.

==How to Use the Civil and Mechanical Engineering Structures Lab==

This Walk-Through will orient the learner to the Rusty Hut lab equipment, making it easier to operate the equipment. Learners will navigate to each are of the virtual environment to become familiar with and learn how to properly operate the equipment. During this lab, learners will become familiar with the system's setup, lab procedures, setting up the equipment etc.

====Software Requirements====

Google Business View is a cloud based software available through any web browser.

==Learning Objectives==

The learning objects for this particular lab include:
* Teach learners to operate lab equipment.
* Provide learners with various instructional methods.
* Provide learners with a way to refresh their knowledge of the lab.
* Provide learners with a resource to help run the lab.

==How to use this lab==

Learners are required to experience the Civil and Mechanical Engineering Structures Lab first virtually in order to become oriented before they attend the lab. Since this lab has a very specific purpose, the activities surrounding this lab are also very specific. Learners navigate through each of the virtual environments to become familiar with the lab equipment by using the navigation arrows.

[[File:Navigation Arrows- Lab.png|Navigation Arrows]]

Learners can navigate to specific sections by using the left hand menu.

[[File:Navigation Menu- Lab.png|Navigation Menu]]

Throughout the lab are videos which demonstrate how to use the equipment.

[[File:Embedded Video- Lab.png|Embedded Video]]

==Assessments==
The following evaluation was developed to assess the functionality of the virtual lab. There currently isn't a formal evaluation to assess the knowledge gain by the learners through participating in this virtual lab.

*Which instructional videos did you access? Check all that apply*
**Lab1
**Lab2
**Lab3
**Lab4
*The Civil Engineering Labs website was easy to find*
**Strongly disagree
**Strongly disagree
**Neutral
**Agree
*Strongly agree
**The Civil Engineering Labs website was easy to navigate*
**Strongly disagree
**Disagree
**Neutral
**Agree
**Strongly agree
*The ‘walk-through’ into the Rusty Hut had all the information I needed to complete the labs*
**Strongly disagree
**Disagree
**Neutral
**Agree
**Strongly Agree
*The interactivity of the ‘walk-through’ of the labs was engaging*
**Strongly disagree
**Disagree
**Neutral
**Agree
**Strongly Agree
*Seeing the inside of the Rusty Hut and the lab equipment in the ‘walk-through’ made the videos easier to understand*
**Strongly disagree
**Disagree
**Neutral
**Agree
**Strongly Agree
*The videos were easy to understand
**Strongly disagree
**Disagree
**Neutral
**Agree
**Strongly Agree
*The videos helped me operate the lab equipment
**Strongly disagree
**Disagree
**Neutral
**Agree
**Strongly Agree
*Which instructional method did you prefer in your lab?
**Paper Based
**Blend
**Video-web Based
*I accessed the videos as a refresher before coming to the lab
**Never
**A few times
**Several times
**Always
*I accessed the instructional videos during the lab to help me run the experiment
**Yes
**No

==References==

<references/>

Documentation:Google Business View

2015-04-12T18:50:48Z

Novak:

GBV is an online application, part of the Google Maps suite. It allows certified Google Trusted Photographers to create a 360’, interactive views of the interior of a Google Map’s location. Google's service provide the base virtual tour without the possibility to add any interactive layers. However, there is a number of new companies, such as [http://www.walkinto.in www.walkinto.in], [http://www.tourdash.com www.tourdash.com], [http://www.tourmake.it www.tourmake.it] that allow users to build rich interfaces and embed various media on the top of the Google's base virtual tour.
Users are able to navigate through a space and engage with media placed in specific areas.

==Proof of Concepts==

We have developed the following two proof-of-concepts to show how Google Business View may be used in an educational setting.

===[[Documentation:Google_Business_View/Case_Study_1|The Civil and Mechanical Engineering Structures Lab]] ===
The virtual Civil and Mechanical Engineering Structures Lab will be used by engineering students to explore lab equipment before entering the physical lab. " [T]hese labs are designed to allow for easy repetition of experiments, students feel less pressure to execute perfectly the first time. In the controlled environments of these labs, students are safe, even if they make an error" (Briggs, 2013) <ref>Briggs, S. (2013, July 29). 10 Emerging Educational Technologies & How They Are Being Used Across the Globe. Retrieved April 4, 2015, from http://www.innovationexcellence.com/blog/2013/07/29/10-emerging-educational-technologies-how-they-are-being-used-across-the-globe/</ref>

This link contains a detailed description of the lab as well as a user guide, learning objectives, resources and assessment tools.

===[[Documentation:Google_Business_View/Case_Study_2|The Pacific Museum of Earth Virtual Field Trip]]===

The Pacific Museum of Earth is a small museum containing geologic samples which is an effective science based learning environment for a Virtual Field Trip of grades K-12. This link contains a more detailed description of the learning environment, intended audiences, user guide, learning objectives, resources and assessment tools.

'''What is a Virtual Field Trip (VFT)?'''

A virtual field trip (VFT) is a technology-based experience that allows children to take an educational journey without leaving the classroom (Cox & Su 2004). These multimedia presentations bring the sights, sounds, and descriptions of distant places to learners (Klemm & Tuthill 2003). <ref>https://www.naeyc.org/files/yc/file/201111/Kirchen_Virtual_Field_Trips_Online%201111.pdf</ref>

'''Benefits of Using Google Business View as a Platform for Virtual Field Trips:'''

1) Inexpensive (free)

2) No need for additional supervision

3) Less time-consuming than a physical field trip

4) Students can visit virtually anywhere in the world from their classroom

5) Builds schemata (background knowledge) and provides students with interactive experiences with places they may not have otherwise had the opportunity to visit

6) Accessibility - all students have access to a VFT, regardless of physical or learning disabilities

7) Reflects and accommodates many different learning styles

8) GBV is a web-based application where teachers (and students) can embed their own learning materials according to their grade/interest level needs and wants - each tour is totally customizable and lends itself well to inquiry-based learning: “Denise Jarrett, writer and researcher for Inquiry Strategies for Science and Mathematics Learning, indicates that inquiry-based instruction improves student attitude and achievement, facilitates student understanding, fosters critical thinking skills, and facilitates mathematical discovery. She provides guidelines for creating an inquiry-based classroom that provide students with the time, space, resources, and safety necessary for learning. {One of these} include: Engaging students in designing the learning environment.” <ref>http://www.queensu.ca/ctl/resources/topicspecific/inquirybased.html</ref>

Students, if building their own VFT, will feel a sense of purpose by producing content that people will view (depending on the sharing permissions set), learn from, and experience. Students (with guidance from the teacher) will be able to embed their own learning materials and formulate their own questions for their classmates (and others) to answer. They will be constructing their own meaning of the VFT. At the same time, teachers will gain an understanding of what types of learning materials the individual students desire to include and therefore provide potential insight into the learning styles of the students.

==References==

<references/>

Documentation:Google Business View

2015-04-12T18:49:35Z

Novak: /* References */

Documentation:Google Business View

2015-04-12T18:48:18Z

Novak: /* References */

Documentation:Google Business View/Case Study 2

2015-04-12T18:47:19Z

Novak:

== The Pacific Museum of Earth Virtual Field Trip ==

The Pacific Museum of Earth is a small museum containing geologic samples which is an effective science based learning environment for a Virtual Field Trip of grades K-12. We have embedded education resources including; an introduction video by the curator, Google Slides to allow students to document their experiences, Google Forms to evaluate the students' experience, Wikipedia articles describing exhibits and YouTube videos also describing exhibits. Embedding these media shows the dynamic ability of Google Business View as an education learning environment.

{| class="wikitable"
|-
! Access to the Pacific Museum of Earth:
|-
| https://walkinto.in/tour/e1IHQx_lhggJx8S7luehl.
|}

The link to the Pacific Museum of Earth VFT can be posted to Google Classroom (or any LMS). Google Classroom is part of the Google Apps for Education suite, and many school boards are utilizing these products. Google Classroom can be accessed here, if you have a Google for Education account: [https://www.google.com/edu/products/productivity-tools/classroom/index.html Google Classroom]

''Post the PME VFT link to the Classroom Stream as an Announcement''

[[File:Google Classroom VFT Link.png|centre|600px|Navigation arrows GBV]]

==Intended Audiences==

====Public School Teachers====
K-12 teachers who would like to provide their learners with a virtual field trip involving geology, oceanography, palaeontology experiences.

====Museum or Library Educators====

Educators looking to supplement the learning experience of patrons participating in Museum, or Library events, or to enhance Museum, or Library resources.

====Parents====

Parents looking to provide their children with a virtual learning experience. This may be used before an actual field trip to the Pacific Museum of Earth.

====Learners====

Learners can use the Virtual Field Trip to go back to the physical environment without having to be physically there. Using "iframed" within the Google Business Virtual Field Trip, instructors or course/space designers can add various teaching and learning materials, media and quizzes or polls. This may allow students to communicate with their instructors or peers locally, or internationally

==How to Use the Virtual Field Trip==

====Software Requirements====

Google Business View is a cloud based software and is available through any web browser, and on various operating systems including Android, iOS and Windows. It is powered by Street View technology within Google Maps.
Google Business View can be accessed through this link on your PC: http://www.google.ca/intl/en-GB/maps/about/partners/businessview/.

===Navigating Through This Virtual Field Trip===
Learners navigate through the museum and exploring different area by using the navigation arrows.

[[File:Navigation Arrorws2.png|centre|600px|Navigation arrows GBV]]

Learners can navigate to specific sections by using the left hand menu.

[[File:Navigation Menu.png|centre|600px|Navigation Menu]]

Throughout the museum are videos, media and an exit ticket which can be selected by either entering an area, or selecting a pop-up icon.

[[File:Media icon2.png|460px]]
[[File:Media example.png|460px]]

===[[Documentation:Google_Business_View/Case_Study_2|The Pacific Museum of Earth Virtual Field Trip]]===

In the following guide, we will show teachers how to utilize Google Business View as a platform for learning materials from the Google Apps for Education suite of products (Google Docs, Drawings, Slides and Forms), explain how they may be used to enhance the VFT, and provide teachers and students with an online environment to share knowledge gained and collaborate with each other while navigating through the platform.

==Learning Objectives==

'''Suggested Objective for Students: Developing a Learning Resource for the PME (Research Project)'''

At the onset of the VFT, all students will read the following message:

Hello students, and welcome to the Pacific Museum of Earth (PME), located on the beautiful Vancouver campus of the University of British Columbia!

Before you begin your virtual tour, please go to the “Welcome from the Curator” screen and watch as Dr. Hodge tells you about the PME. You may get an idea of what exhibits you would like to visit first!

Then, you are free to navigate around the museum. YOU MUST:

1) Complete research notes as you go through the tour in the class Google Slides app (the link to the document can be found on this page: http://goo.gl/NwQDtL). Choose a slide by typing your name as the title. If you need more than 1 slide, click on the + button while on your slide, and a new slide will be created after yours! Remember to also type your name on the new slide(s).

2) Visit ALL exhibits and complete ALL learning materials attached to the exhibits. Your teacher will receive your responses, and this will count toward your final mark.

3) Complete the Exit Ticket at the end of the tour.

4) Choose ONE topic from your research notes (such as “How a cell phone screen is made”) that you would like to explore further, as you will be asked to create a learning resource for the museum along with your classmates. A learning resource about your chosen topic could include (but is not limited to): a video, slideshow, pamphlet, poster, infographic, article, etc.

Have fun!

''NB: Since this message will be accessed directly from the "Learning Goals" screen in the VFT, they are free to refer back to it as they please.''

'''The Scientific Inquiry/Research Skill Continuum''':

Research includes both primary research, which is done through first-hand, direct observation of objects and processes (physical classroom activities, pre or post-VFT), and secondary research, which is done by reviewing the work and the findings of others (during VFT).

''Initiating and Planning'':

The student asks questions that demonstrate curiosity about the world around him or her.

''Performing and Recording'':

The student selects information from prior knowledge, other people, and observations made during his or her explorations.

The student acknowledges the use of information sources (e.g., specific people).

''Analyzing and Interpreting'':

The student proposes an answer to the question being investigated, on the basis of information gathered.

The student describes steps taken to answer the question. <ref>http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf</ref>

[[File:Student pointing to a geode.JPG|centre|600px|Navigation arrows GBV]]

''A Grade 5 student in Timmins, Ontario points to a geode he has seen before''

==Curriculum Expectations==

Here are some Ontario curriculum expectations the Pacific Museum of Earth VFT would lend itself to:

GRADE 4 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING EARTH AND SPACE SYSTEMS: ROCKS AND MINERALS

OVERALL EXPECTATIONS

Students will: 1. assess the social and environmental impacts of human uses of rocks and minerals; 2. investigate, test, and compare the physical properties of rocks and minerals; 3. demonstrate an understanding of the physical properties of rocks and minerals.

GRADE 5 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING STRUCTURES AND MECHANISMS: FORCES ACTING ON STRUCTURES

OVERALL EXPECTATIONS

Students will: 1. analyse social and environmental impacts of forces acting on structures and mechanisms; 2. investigate forces that act on structures and mechanisms

GRADE 6 ONTARIO SCIENCE CURRICULUM EXPECTATIONS:

Strand: UNDERSTANDING EARTH AND SPACE SYSTEMS: SPACE

OVERALL EXPECTATIONS

Students will: 1. assess the impact of space exploration on society and the environment; 2. investigate characteristics of the systems of which the earth is a part and the relationship between the earth, the sun, and the moon; 3. demonstrate an understanding of components of the systems of which the earth is a part, and explain the phenomena that result from the movement of different bodies in space. <ref>http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf</ref>

Here are some British Columbia curriculum expectations the Pacific Museum of Earth VFT would lend itself to:

GRADE 3 BC SCIENCE CURRICULUM EXPECTATIONS:

Strand: EARTH AND SPACE SCIENCE

OVERALL EXPECTATIONS

Describe characteristics and movements of objects in our solar system.

GRADE 7 BC SCIENCE CURRICULUM EXPECTATIONS:

Strand: EARTH AND SPACE SCIENCE

OVERALL EXPECTATIONS

Students will: 1. compare the characteristics of the Earth’s core, mantle, and crust, and describe the formation of rocks; 2. analyse the dynamics of tectonic plate movement and landmass formation; 3. explain how the Earth’s surface changes over time <ref>https://www.bced.gov.bc.ca/irp/pdfs/sciences/2005scik7.pdf</ref>

==Activities==

====PRE-VFT: ACTIVATION====

'''Introductory Video'''

Students will play the introductory video at the beginning of the virtual tour to engage and interest the student in the activity. The video features a welcome message from the Museum Curator, and a brief outline of the exhibits that await the students.

'''KWL Chart'''

As specified in Learning Objectives, students should engage in various types of research pertaining to one or more of the topics displayed in the virtual museum tour. Using a K-W-L chart, students can prepare to research a topic and use it to track information gathered along the way. This tool will help students confirm what they know about a topic and encourage them to think about how they want to focus their research. Ask students leading questions for each column of the chart, such as, “What do you already ‘know’ about this topic?” “What things do you ‘want’ to learn about the topic, so you can focus your research?” and “What did you ‘learn’ from doing your research?” <ref> http://www.readwritethink.org/classroom-resources/printouts/chart-a-30226.html</ref>

Below is a link that educators may use before, during and after the classroom VFT. It is a K-W-L Chart called “VFT KWL Chart” that is fully editable, and anyone with the link below may edit this document. Educators may share this document with their students through email, or directly in the Google Business View (GBV) tour as a link in a text box, perhaps at the beginning of the tour. It will prompt the student to “Make a Copy” when the link is clicked, which will, in turn, save a copy to their Google Drive. It will open in Google Drawings.

NB: The teacher is encouraged to retain the “Ditch That Textbook” insignia at the bottom right-hand corner of the document, as this will provide attribution to the initial creator of the document (Matt Miller: http://ditchthattextbook.com).

Share this link with students prior to the VFT:

https://docs.google.com/drawings/d/1PigMsy-eMATdO14y64bdL2O1y-kh3aBOuH9uMb_XAVo/copy

''Here are screenshots to show students the process.''

'''Students click on the link shared by teacher:'''

[[File:Google Drawing link Screenshot 1.png|center|600px|caption]]

'''“Make a Copy” prompt:'''

[[File:Google Drawing Make a Copy.png|center|600px|caption]]

'''The Google Drawings file will open in the Google Drawings application, and students can edit their own copy of the VFT KWL chart:'''

[[File:KWL_Chart.png|center|600px|caption]]
====DURING VFT: STUDENT NAVIGATION====

Educators may take more than one approach to a virtual field trip. Option A: Provide a prescribed path that students must follow in a sequential order, or Option B: Allow the students to create their own pathway to learning, and visit the exhibits in a way that feels naturally to them. Option A could be recommended for students who require more guidance and structure in classroom activities. Option B could be recommended for students who do not necessarily require structure, and indeed flourish when provided with choice. The VFT is designed to be used at the discretion of the educator and student, and to provide a learning environment tailored to their specific learning goals and needs.

'''Suggested Resources'''

'''Google Slides''' is a cloud-based presentation software that can be used in a VFT to collect student thoughts, ideas and research notes as the students navigate through the exhibits. An educator can create a Google Slides presentation, ensuring that each student has (at least) one slide to take notes on, and provide a link or embed the Slides within the VFT. Editing permissions are key here, as all students in the class requires editing rights to the same document. In the following screenshots, we will show you how to achieve this:

An example of a Google Slideshow created for this VFT can be found here:

https://docs.google.com/presentation/d/1qklXoKXNUAjfygkiqsMDXKJ_KoxS9752pYiwxPhHOBg/edit#slide=id.p

'''To Share with Students:'''

''Start Page for Google Slides''

[[File:Screenshot_2015-04-08_23.42.28.png|center|600px|caption]]

''Click on Share Button''

[[File:Screenshot_2015-04-08_23.42.47.png|center|600px|caption]]

''Click on Get Shareable Link''

[[File:Screenshot_2015-04-08_23.43.30.png|center|600px|caption]]

''Click on Anyone with the Link Can EDIT - this will allow all students to edit the same document''

[[File:Screenshot_2015-04-08_23.43.42.png|center|600px|caption]]

''Copy and Paste Link and Share via student email, or provide link directly on VFT in a text box''

[[File:Screenshot_2015-04-08_23.44.11.png|center|600px|caption]]

'''Zaption''' is a web-based service. Zaption transforms video-based learning with interactive content and tools that engage learners, deepen understanding, and track progress. Teachers, trainers and instructional designers use Zaption to quickly add images, text, and questions to existing online videos. With Zaption's Analytics, instructors get immediate feedback on how viewers interact with content and understand key concepts. Zaption can be accessed at the following address: [https://www.zaption.com/%20 https://www.zaption.com/ ]

An example of a video created with Zaption for this VFT can be found here: http://zapt.io/tjctbs6v

'''To Share with Students:'''

''Start Page for Video''

[[File:Screenshot 2015-04-08 23.28.20.png|center|600px|caption]]

''Click on Gear Cog and Select Tour Permissions''

[[File:Screenshot 2015-04-08 23.28.32.png|center|400px|caption]]

''Set your Tour Permissions''

[[File:Screenshot 2015-04-08 23.29.24.png|center|400px|caption]]

''Share your Video via Link or Embed Code on an LMS or Class Website''

[[File:Screenshot 2015-04-08 23.29.56.png|center|400px|caption]]

As students view the video and answer the questions, Zaption collects responses.

TOUR ANALYTICS for Basic (Free) Account:

You CAN:

- Real time tracking of all viewer activity and responses (for a free account you can have a maximum of 5 classes viewing the video you share)

- Monitor whole class progress with summary stats (good for data collection)

- View and sort responses to every question

- Option to hide viewer names when sharing responses with whole class (addresses privacy concerns)

- Track individual progress with detailed reports for every viewer (more opportunities for data collection)

You CANNOT:

Export to an LMS Gradebook or export all of these stats into a CSV file. However, if your class or Board is a Pro user, then these export options would be available. If you are a free user (and you can login using your Google account, so Zaption is a viable option for school boards who use Google Apps for Education), you can still track real-time summary statistics as your class watches the videos and answers the questions. It will simply store the data within the website in your account.

[[File:Screenshot 2015-04-08 23.27.39.png|center|600px|caption]]

====POST-VFT: EXIT TICKET / STUDENT REFLECTION====

Here is an example of an Exit Ticket that could be used at the conclusion of the VFT. It was created using Google Forms, and will automatically create a spreadsheet in order to collect student responses altogether. Educators use exit tickets as a way of collecting informal feedback from students, and they also provide a snapshot of student comprehension of the task or concept - this better informs the educator's teaching for the next day. It also challenges students to actively think about their learning experience, and report on it. This activity therefore supports and promotes metacognition, which "refers to higher order thinking which involves active control over the cognitive processes engaged in learning". <ref>http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm</ref>

''PME VFT Exit Ticket: Assessment as Learning''

https://docs.google.com/forms/d/13S_XD758wFlumARlwjueNOaE8c147_0WSrFXKNVfA_w/viewform?usp=send_form

'''''Sharing a Google Form with Students:'''''

''In Google Forms: Survey''

[[File:Screenshot 2015-04-09 01.22.44.png|center|600px|caption]]

''Send Form When Done''

[[File:Screenshot 2015-04-09 01.23.14.png|center|400px|caption]]

''Share Options (Link Share via student email; or Paste HTML to embed in website)''

[[File:Screenshot 2015-04-09 01.23.24.png|center|400px|caption]]

==Accommodations: Reaching All Learners==

Virtual field trips in Google Business View offers a variety of materials for many types of learners, depending on the learning materials embedded within the VFT. Examples could be: educational videos from several platforms (as long as the video has an embed code or can be shared via a link, they can be included in the VFT), images, links to websites, text boxes, audio clips, and Google Apps for Education products (Docs, Forms, Slides, etc). Educators are strongly encouraged to use the Chrome web browser to access the VFT, and to add the Chrome Read&Write extension (free) located at the following link:

https://chrome.google.com/webstore/detail/readwrite-for-google/inoeonmfapjbbkmdafoankkfajkcphgd

The Read&Write extension is a toolbar that will appear at the top of the student’s screen in any Google App. It allows students to listen to all content on their screens by placing their cursor at the beginning of any text and pressing play. Once installed in Chrome, it will present itself as a tab in the upper right-hand corner of the screen (it looks like a purple puzzle piece with “rw” written on it):

http://wiki.ubc.ca/images/8/81/Google_Doc_with_Read%26Write_Tab.png

Click on the tab. The free version of Chrome Read&Write’s toolbar will drop down (the Premium version includes materials such as highlighters and visual dictionaries):

http://wiki.ubc.ca/images/9/91/Google_Doc_with_Read%26Write_Toolbar.png

Students can also be encouraged to navigate through the VFT at their own pace, and visit exhibits in the order that feels natural to them.

==Assessments==

Assessment FOR learning is more commonly known as formative & diagnostic assessments. Assessment FOR learning is the use of a task or an activity for the purpose of determining student progress during a unit or block of instruction. Teachers are now afforded the chance to adjust classroom instruction based upon the needs of the students. Similarly, students are provided valuable feedback on their own learning.

Assessment OF learning is the use of a task or an activity to measure, record and report on a student's level of achievement in regards to specific learning expectations. These are often known as summative assessments.

Assessment AS learning is the use of a task or an activity to allow students the opportunity to use assessment to further their own learning. Self and peer assessments allow students to reflect on their own learning and identify areas of strength and need. These tasks offer students the chance to set their own personal goals and advocate for their own learning. <ref>http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf</ref>

'''Examples of assessments FOR, AS and OF learning:'''

''Assessment FOR Learning example(s): KWL Chart; Exit Ticket''

See 6.1 - Pre-VFT: Activation for link and instructions for KWL Chart

See 6.3 - Post-VFT: Exit Ticket / Student Reflection for link and instructions for Exit Ticket

''Assessment AS Learning example(s): Collaborative Google Slides; Zaption Video''

See 6.2 - During-VFT: Student Navigation for links and instructions

''Assessment OF Learning example: Rocks and Minerals Matching Quiz''

'''Students click on the link their teacher shares within the VFT (most likely in a text box at a Rocks and Minerals exhibit):'''

[[File:Screenshot 2015-04-08 20.50.39.png|center|600px|caption]]

'''“Make a Copy” prompt:'''

[[File:Screenshot 2015-04-08 20.51.00.png|center|600px|caption]]

'''The Google Docs file will open in the Google Docs application, and students can edit their own copy of the Rocks and Minerals Matching Quiz:'''

[[File:Screenshot 2015-04-08 20.51.24.png|center|600px|caption]]

Link to solutions for Rocks and Minerals Matching Quiz:

http://www.discoveryeducation.com/free-worksheets/rocks-and-minerals-matching-solution.cfm

[[File:Student navigating VFT.JPG|center|600px|caption]]

''A Grade 5 student in Timmins, Ontario finds another way to navigate the VFT''

==References==

<references/>

Documentation:Google Business View

2015-04-10T21:53:20Z

Novak:

GBV is an online application, part of the Google Maps suite. It allows certified Google Trusted Photographers to create a 360’, interactive views of the interior of a Google Map’s location. Google's service provide the base virtual tour without the possibility to add any interactive layers. However, there is a number of new companies, such as www.walkinto.in, www.tourdash.com, www.tourmake.it that allow users to build rich interfaces and embed various media on the top of the Google's base virtual tour.
Users are able to navigate through a space and engage with media placed in specific areas.

==Proof of Concepts==

We have developed the following two proof-of-concepts to show how Google Business View may be used in an educational setting.

===[[Documentation:Google_Business_View/Case_Study_1|The Civil and Mechanical Engineering Structures Lab]] ===
The virtual Civil and Mechanical Engineering Structures Lab will be used by engineering students to explore lab equipment before entering the physical lab. " [T]hese labs are designed to allow for easy repetition of experiments, students feel less pressure to execute perfectly the first time. In the controlled environments of these labs, students are safe, even if they make an error" (Briggs, 2013) <ref>Briggs, S. (2013, July 29). 10 Emerging Educational Technologies & How They Are Being Used Across the Globe. Retrieved April 4, 2015, from http://www.innovationexcellence.com/blog/2013/07/29/10-emerging-educational-technologies-how-they-are-being-used-across-the-globe/</ref>

This link contains a detailed description of the lab as well as a user guide, learning objectives, resources and assessment tools.

===[[Documentation:Google_Business_View/Case_Study_2|The Pacific Museum of Earth Virtual Field Trip]]===

The Pacific Museum of Earth is a small museum containing geologic samples which is an effective science based learning environment for a Virtual Field Trip of grades K-12. This link contains a more detailed description of the learning environment, intended audiences, user guide, learning objectives, resources and assessment tools.

'''What is a Virtual Field Trip (VFT)?'''

A virtual field trip (VFT) is a technology-based experience that allows children to take an educational journey without leaving the classroom (Cox & Su 2004). These multimedia presentations bring the sights, sounds, and descriptions of distant places to learners (Klemm & Tuthill 2003). <ref>https://www.naeyc.org/files/yc/file/201111/Kirchen_Virtual_Field_Trips_Online%201111.pdf</ref>

'''Benefits of Using Google Business View as a Platform for Virtual Field Trips:'''

1) Inexpensive (free)

2) No need for additional supervision

3) Less time-consuming than a physical field trip

4) Students can visit virtually anywhere in the world from their classroom

5) Builds schemata (background knowledge) and provides students with interactive experiences with places they may not have otherwise had the opportunity to visit

6) Accessibility - all students have access to a VFT, regardless of physical or learning disabilities

7) Reflects and accommodates many different learning styles

8) GBV is a web-based application where teachers (and students) can embed their own learning materials according to their grade/interest level needs and wants - each tour is totally customizable and lends itself well to inquiry-based learning: “Denise Jarrett, writer and researcher for Inquiry Strategies for Science and Mathematics Learning, indicates that inquiry-based instruction improves student attitude and achievement, facilitates student understanding, fosters critical thinking skills, and facilitates mathematical discovery. She provides guidelines for creating an inquiry-based classroom that provide students with the time, space, resources, and safety necessary for learning. {One of these} include: Engaging students in designing the learning environment.” <ref>http://www.queensu.ca/ctl/resources/topicspecific/inquirybased.html</ref>

Students, if building their own VFT, will feel a sense of purpose by producing content that people will view (depending on the sharing permissions set), learn from, and experience. Students (with guidance from the teacher) will be able to embed their own learning materials and formulate their own questions for their classmates (and others) to answer. They will be constructing their own meaning of the VFT. At the same time, teachers will gain an understanding of what types of learning materials the individual students desire to include and therefore provide potential insight into the learning styles of the students.

==References==

Briggs, S. (2013, July 29). 10 Emerging Educational Technologies & How They Are Being Used Across the Globe. Retrieved April 4, 2015, from http://www.innovationexcellence.com/blog/2013/07/29/10-emerging-educational-technologies-how-they-are-being-used-across-the-globe/

https://www.naeyc.org/files/yc/file/201111/Kirchen_Virtual_Field_Trips_Online%201111.pdf

http://www.queensu.ca/ctl/resources/topicspecific/inquirybased.html

Sandbox:PHAR171/Lecture 1

2015-04-10T21:22:30Z

Novak: Created page with "<big><big><big>'''Food Science and the Canadian Food System'''</big></big></big> '''Overview''' In this lesson we will define the field of food science, and..."

<big><big><big>'''Food Science and the Canadian Food System'''</big></big></big>
 
'''Overview'''
 
In this lesson we will define the field of food science, and discuss the size and scope of the food industry in Canada. We will take a look at food production, importation and distribution within Canada. Apple production and processing will be discussed as an example of the conversion of an agricultural product into a variety of food products. Finally, we will monitor some food consumption patterns and trends which have occurred over the past 40 years.
 
'''Objectives'''
 
After completing this lesson, you should be able to:
 
* describe the field of Food Science;
* describe the breadth and relative magnitude of various sectors of the Canadian food industry;
* identify the trends in food consumption in Canada;
* illustrate the ways that foods are distributed to consumers in Canada; and
* outline how apples are converted into a variety of food products.
 
'''Required Readings'''
 
Food Consumption Highlights in Canada in 2009: http://www.statcan.gc.ca/pub/21-020-x/2009001/aftertoc-aprestdm1-eng.htm Statistics Canada Food Consumption 2009 Highlights. <ref name="StatsCan">Statistics Canada. 2009. Food Consumption Highlights. http://www.statcan.gc.ca/pub/21-020-x/2009001/aftertoc-aprestdm1-eng.htm</ref>
 
Top Ten Functional Food Trends in 2014 - Summary: http://www.ift.org/newsroom/news-releases/2014/april/21/top-ten-functional-food-trends-for-2014.aspx <ref name=''IFTS''>IFT News Room. 2014. Top Ten Food Trends for 2014. http://www.ift.org/newsroom/news-releases/2014/april/21/top-ten-functional-food-trends-for-2014.aspx</ref>
 

'''Optional Readings'''
 
Top Ten Functional Food Trends in 2014 - Full Article: http://www.ift.org/food-technology/past-issues/2014/april/features/toptentrends.aspx <ref>Sloan, A. E. 2014. Top Ten Food Trends for 2014. Food Technology. 68(4). http://www.ift.org/food-technology/past-issues/2014/april/features/toptentrends.aspx</ref>
 
== What is the Definition of Food Science? ==
Foods, as such, are complex systems subject to many forms of changes, including biochemical, nutritional, physical and/or sensory changes. The multidisciplinary science known as food science is used to pull together the wide range of knowledge that deals with food.
 
'''Food Science''' can be defined as the application of the principles of science, engineering and mathematics in order to study and acquire new knowledge on the physical, chemical and biochemical nature of foods. Food science is a broad field that is composed of specializations in food microbiology, food chemistry and food engineering. Food science also involves the study of sensory properties of food, and therefore, the psychology of food choice. From the information gathered by food science, the corresponding technologies can be applied to the utilization, processing, preservation and storage of food. This is known as '''food technology'''.
 
Here is a brief explanation of the main components (sub-fields) of Food Science <ref>Potter, N. N. and J. H. Hotchkiss. 1998. Food Science. 5th Edition. Aspen Publishers, Inc. Gaithersburg, Maryland. Characteristics of the Food Industry, Ch. 2. Vegetables and Fruits, Ch. 18. pages 432 to 434 (Fruit juices)</ref>:
 
[[File:FNH200_Lesson01_Nutrition.jpg|600px|thumb|right|Food Science Vs Nutrition <ref>Murano, P.S. 2003. Understanding Food Science and Technology. Thompson Wadsworth, Belmont, California. Introduction to Food Science and Technology, Ch. 1. </ref>]]
'''Food Chemistry''' deals with the composition, structure and properties of food, as well as the chemistry of changes that occur during processing.
 
'''Food Analysis''' covers the principles and methods for quantitative physical and chemical analyses of food products and ingredients. These analyses are related to the standards and regulations for food processing.
 
'''Food Microbiology''' relates to the study of microbial ecology in relation to food, the effect of environment on food spoilage and food manufacture, the physical, chemical, and biological destruction of microorganisms in food, the microbiological examination of food stuffs, and public health and sanitation microbiology.
 
'''Food Processing''' covers the principles of food preservation and the general characteristics of raw food materials, processing factors that influence quality, packaging, waste management, good manufacturing practices, and sanitation procedures.
 
'''Food Engineering''' relates to the study and application of engineering concepts and unit operations used in food processing. Engineering principles include material and energy balances, thermodynamics, fluid flow, and heat and mass transfer.
 

== How Old is the Discipline of Food Science? ==
[[File:FNH200_Lesson01_AncientWine.jpg|thumb|left|200px|Fig 1.1 Ancient Egyptian Wine Making Scene]]
[[File:FNH200_Lesson01_CanningJar.jpg|thumb|right|100px|Fig 1.2 Nicolas Appert's Canning Jar]]
Food science as a distinct discipline is quite new. However, many aspects of "food science" have existed for many centuries. Products derived from food fermentation (biotechnology) have existed for thousands of years. For example, there is evidence that people were fermenting beverages in Babylon circa 5000 BC, ancient Egypt circa 3000 BC (Fig 1.1), and pre-Hispanic Mexico circa 2000 BC. Today we know that fermentation not only contributes to a wide variety of food products, but it also involves food processing and preservation.
 
 
Another example dates back to 1795, when Emperor Napoleon offered 12,000 francs for a new way of preserving food for its army. It was the French confectioner François Nicolas Appert who won the prize by placing food in wide-mouthed bottles, then corking and heating them in a water bath (Fig 1.2). The existence of bacteria was not known at the time, and Appert did not know the principle upon which his process depended; however, he was correct in the thought that heat could preserve food. Appert is therefore known as the discoverer of thermal processing (canning).
 
 
Other '''recent''' food science discoveries/applications include, but not limited to:
*UHT & Tetra pak
*HTST pasteurization
*Freeze drying (space foods!)
*Instant noodles, instant pudding
*Dehydrated foods
*Vacuum packaging
*Spreadable margarine
::''Can you name a food science application that affects your dietary routine?''
 

== Extent of Canada's Food System==
[[File:FNH200_Lesson01_CdnFoodSystem.gif|thumb|right|500px|Fig 1.3 Canadian Food System]]
In Canada, we have a diverse food system with thousands of food products available for purchase. Those products include foods produced in Canada as well as food products imported from many countries around the world.
 
The Canadian food system is depicted in Figure 1.3. Foodstuffs (fruit, vegetables, cereal grains, oilseeds, animals, fowl) are produced by farmers involved in primary agricultural production. Fin fish, molluscs and crustaceans are harvested from the wild or raised on fish farms. Unprocessed foodstuffs and fish are also imported for sale or processing in Canada. These products are shipped directly to farmers' markets, processors or distributors. Many agricultural and fishery products undergo some form of processing/preservation prior to distribution to the consumer market. Many foods are fabricated from the foodstuffs produced by primary agricultural and fishery harvesting. Examples of fabricated foods are bread, smoked and cured luncheon meats, soft drinks, yogurt and chewing gum, to name a few.
 
Food products from processors or primary producers often pass through various distributors before they reach retail stores or food service outlets. Foods are retailed through chain stores and smaller independent stores, as well as numerous convenience stores which may be part of a chain or may be owned by an independent operator, as well as food co-operatives.
 
* Vegetables are sold in the fresh market as well as being processed (canned, frozen, dehydrated, fermented) to increase storage life.
* Greenhouse production of vegetables is an increasingly important component of the fresh market supply (cucumbers, peppers, lettuce, tomatoes) particularly in the fall and winter seasons.
* Seafood products are harvested and processed primarily in Atlantic Canada and in British Columbia. Seafood production includes the harvesting of wild stocks as well as production of salmon, oysters, clams and lobsters, under intensive production systems ('farmed' seafood). Cultivation of fish (trout) in fresh water occurs in a number of regions of Canada.
* Some products are transferred to the consumer market with a minimum of processing (e.g., fresh fruits, fresh vegetables) while others (e.g., beef, pork, poultry, milk, wheat) go through more extensive processing before being transported to the retail market. Many agricultural products (e.g., wheat flour, corn flour, corn starch, corn syrup, fruits, vegetables, milk, and milk components) become sources of ingredients for the production of other food products.
Below are the major Provinces in Canada involved in the production of different agricultural food commodities:
{| class="wikitable"
|-
! Food Commodity Production !! Province
|-
| Animal (Beef, Pork, Poultry, etc) || Widespread around Canada
|-
| Milk and Dairy Products || Across Canada, Ontario, Quebec
|-
| Cereal Grains || Alberta, Saskatchewan, Manitoba
|-
| Tree fruit; small fruits; cranberries, blueberries, raspberries || British Columbia, Ontario, Nova Scotia; almost every province
|-
| Vegetables || All across Canada
|-
| Seafood || Atlantic Canada and British Columbia
|}
 
Many agricultural commodities, finished food products and ingredients are imported into Canada as well. These imported products must meet the same standards and regulatory requirements as foods produced in Canada. This aspect is discussed in more detail in the section of the course dealing with regulatory issues and standards.
 
=== The Canadian Food Industry ===
The Canadian food industry is a multi-billion dollar a year industry. Foods available to us on the grocery store shelves include both domestically produced products and imported foods.
 
''The next time you are in a large grocery store, take some time to survey the proportion of shelf space devoted to various food commodity groups and note the vast array and variety of products that are in the grocery store.''
 
Although Canada produces large amounts of fruits and vegetables, vast quantities of fruits and vegetables are '''imported''' as fresh product and in lesser amounts as frozen, canned and dehydrated products. This is due to the seasonal nature of fruit and vegetable production in Canada, as well as the need for climates warmer than Canada to grow fruits such as oranges, grapefruit and bananas.
 
Canada '''exports''' meat products (raw meat and processed meat products) to other countries but also imports meat products (raw meats of specific cuts that may be in short supply in Canada, as well as processed meat products). Likewise Canada exports raw fish (fresh and frozen salmon, cod, etc.) and processed fish (canned fish, smoked fish, salmon and herring roe) to other countries, while other types of fish (such as prawns, oysters, processed fish products) are imported into Canada.

=== Apples and Apple Products ===
[[File:FNH200_Lesson01_AppleProcessing.gif|thumb|right|500px|Figure 1.4 Apple production and processing.]]
The processing of apples will be used as an example of the utilization and conversion of an agricultural commodity to various food products and ingredients (Fig. 1.4). After harvesting, apples can be routed several directions: they can be shipped directly to the fresh market; they can be processed; or they can be put into controlled atmosphere storage facilities where the atmosphere, temperature and humidity are carefully controlled to retard the rate of respiration and ripening of the apples, thus extending the storage life of the fresh fruit. Controlled atmosphere storage of apples is described at [http://www.bestapples.com/facts/facts_controlled.aspx Washington Apples]<ref>Washington Apple Commission. 2010. Controlled Atmosphere Storage http://www.bestapples.com/facts/facts_controlled.aspx</ref>. For example, the optimal storage environment for MacIntosh apples is at 3 oC, with 87% humidity, 3% oxygen, 3% carbon dioxide, and 94% nitrogen (natural atmospheric composition is 21% oxygen, <0.1% carbon dioxide and 78% nitrogen.)
 
Apples can be processed in various ways. A large proportion of processing apples is converted to '''apple juice'''. The type of apple juice preferred by consumers in Western Canada is the clear apple juice. Apple juice can be used as the starting material for the production of '''apple cider'''. In making cider, apple juice is inoculated with specific yeast strains which ferment sugar in the juice into ethanol and produce flavours characteristic of apple cider. Apple cider can be further processed by inoculating it with a bacterial culture that will oxidize the ethanol to acetic acid to produce '''apple vinegar'''.
 
Apples are also processed into '''apple sauce''' and '''pie fillings''' through thermal processing. A greater proportion of these products are used as ingredients in the bakery and food service industries than as items in retail stores.
 
To a lesser extent, apples are used to produce '''dehydrated apple slices, fruit leather, apple-filled snack bars''' and as '''ingredients''' for some confectionary products and breakfast cereals.
 
The apple solids remaining after juice extraction can be used as a feed material for the production of '''pectin''' (a carbohydrate used as gelling agent in the production of jams and jellies), animal feed, or as organic matter that can be returned to agricultural lands. In some cases, the residue may also be trucked to landfill sites which adds to the waste burden entering those sites.
 

== Trends in Food Consumption in Canada ==
Overall, many changes have occurred in food consumption patterns in Canada in the past few decades, and they continue to change as consumer demands and perceptions change. Read about the food consumption highlights in Canada in the [http://www.statcan.gc.ca/pub/21-020-x/2009001/aftertoc-aprestdm1-eng.htm Statistics Canada Food Consumption 2009 Hightlihgts]. <ref name="StatsCan" />
 
What were the trends in 2009 for the following food groups?
# Cereal
# Coffee
# Dairy products
# Fish
# Fresh fruits and vegetables
# Poultry
# Red meat

 
The advent of new processing technologies have brought new products on the market and will continue to bring new products to the market. Consumer perception of those products will determine whether they succeed or fail. Undoubtedly, advertising campaigns for various food products and controversies about the health effects of various food commodities (butter vs margarine; sugar vs non-caloric or low caloric sweeteners; fats vs fat substitutes; trans-fat free products; processed vs unprocessed foods) will continue to influence consumer food buying habits.
 
== Trends in Functional Foods in the United States ==

READ: 
Top Ten Functdional Food Trends in 2014 - Summary: http://www.ift.org/newsroom/news-releases/2014/april/21/top-ten-functional-food-trends-for-2014.aspx

THINK: 
Can you relate to these trends? Do they describe your diet? Do they not? If you are able to relate at least one of the trends, could you describe your own diet? If none of the trends is relevant to you, can you speculate why not?

== Closing Thoughts ==
In conclusion, the food industry in Canada is a large industry that provides employment for a substantial part of the workforce in Canada. The variety of food products available in grocery stores or through food service outlets is immense and is likely to grow in response to consumer demands and changes in demographics, health, animal welfare and environmental concerns.
 
At this point it is important to recognize that while the amount and variety of foods consumed in Canada are increasing, many people in other parts of our world are unable to even secure enough nutritious food to maintain a healthy lifestyle. It has been estimated that about 3/4 of the world population live in lesser developed countries which are found mainly in Africa, Asia and South and Central America. Most of the inhabitants of these countries cannot get enough nutritious food to eat each day. Nutrients in short supply include fat, protein, vitamins, minerals and clean, safe drinking water. It is important to keep that thought in mind as you proceed through the course.
 

==References==
{{Reflist}}

 

{{cc-by-nc-sa-3.0}}

Sandbox:PHAR171

2015-04-10T21:21:36Z

Novak: Created page with "Course Notes"

Course Notes

Sandbox:PME student visit questions

2015-04-07T00:11:10Z

Novak: Created page with "==About the dinosaur George== * Is George an herbivore or carnivore? How can you tell? * What is George's crest for? * Is George "real"? * Could we use the material from fos..."

==About the dinosaur George==

* Is George an herbivore or carnivore? How can you tell?
* What is George's crest for?
* Is George "real"?
* Could we use the material from fossils like George to make Jurassic Park?

Documentation:Google Business View/Case Study 2

2015-03-13T00:59:52Z

Novak: Created page with "Hello World"

Hello World

Documentation:Google Business View/Case Study 1

2015-03-13T00:59:28Z

Novak: Created page with "Hello World!"

Hello World!

Documentation:Google Business View

2015-03-13T00:57:19Z

Novak: Created page with "Hello World!"

Hello World!

Course:CIVL315/Labs/LAB 1 Pump Station Design

2015-02-10T18:43:44Z

Novak: /* Pumps in Series */

== Safety Considerations ==

Closed-toed shoes are required in the Hydrotechnical Lab
Safety glasses are required in the Hydrotechnical Lab
Incorrect use of the apparatus may cause water hammer which has  the potential to burst the pipes
Never leave power connections (e.g. electrical plugs) on the ground in case of flooding

== System Setup ==

== Procedure ==

In case of pump lockdown try turning the control panel off and on  again. If that does not work, open the control panel with a flathead screwdriver and press the red reset button on the digital controller.
If the acoustic flow meter had an E on the display there is an error. Restart the flow meters by unplugging and plugging them back in. If the problem persists consult a technician.

== Setting up the equipment ==

# Plug the flow meter power cord into the green extension cord located near the wall. Ensure that the connection is not at ground level in case of flooding.
# Check that the reservoir is more than half full of water. Use the water supply on the north wall to fill the reservoir if needed. Make sure that the hose is wound back on the reel after use.
# Check that the pump power switches are OFF and turn on the control panel power.
# Check that both pump output valves located directly above pump 1 and pump 2 are closed.
# Check that the pumps are configured in parallel.

This video demonstrates the steps needed to develop the pump curve, as well as the steps to properly control pump 1. Follow the valve opening and closing procedures precisely to avoid water hammer.

{{#widget:YouTube|id=spgK2e_89fQ|600}}

== Develop the Pump Curve ==

Check that the bypass valve is closed as well as the valve leading to the pressure-reducing valve. The distribution valves should also be closed.
Configure pump valves to operate with pump 2 only.
Open the Pump 2 output valve slowly to avoid water hammer.
Open the bypass valve.
Vary flow rate by incrementally open distribution valves 0-6 and record the flow rate using the ultrasound flow meters.
After collecting all the data, close all distribution valves. Close the Pump 2 output valve. Turn off Pump 2 by turning the power switch on the control panel.

== Vary Pump Speed ==

Configure pump valves to operate with pump 1 only.
Ensure the output valve from the variable speed pump is closed and start pump at 0 rpm. Then set speed to 3450 rpm.
Open the pump 1 output valve slowly.
Open the bypass valve.
Set pump 1 speeds 3450, 3200, 2900, 2500, 2000 and 1600 rpm.
Vary flow rate by incrementally opening distribution valves:
0-6 for 3450 rpm
0-4 for all other speeds
After recording the data, close all distribution valves. Close Pump 1 outlet valve. Set pump 1 rpm to zero and turn off power to pump 1.

== Pumps in Parallel ==

Configure pump valves to operate both pump1 and 2 in parallel.
Bypass the pressure-reducing valve.
Set pump 1 speeds to 3450, 3200, 2900, 2500, 2000 and 1600 rpm.
Vary flow rate by opening 1 to 3 distribution valves.
Close all distribution valves. Close pump 2 output valve.
Close pump 2 output valve. Sets pump 1 rpm to zero. Then shutdown pump 1 and 2 power with control panel switches.

== Pumps in Series ==

Configure pump valves to operate both pump 1 and 2 in series.
Bypass the pressure-reducing valve.
Set pump 1 speeds to 3450 and 2900 rpm.
Vary flow rate by incrementally opening distribution valves
0-3 for 3450 rpm.
0-2 for 2900 rpm.
Close distribution valves. Close bypass valve. Close pump 2 outlet valve then close pump 1 outlet valve.
Set pump 1 rpm to zero, then shutdown pump 1 and 2 power with the control panel switches.
The following video shows how to regulate pressure by using the pressure reducing valve and the variable frequency drive.
{{#widget:YouTube|id=N6m3gXQgnRg|width=100%}}

Video 2

== Pressure Regulation using PRV ==

Configure pump valves to operate both pump 1 and 2 in parallel.
Set pump 1 to maximum speed.
Enable pressure-reducing valve.
Regulate distribution pressure (Gauge 3) to 4.5-5.0 psi.
Vary flow rate by incrementally opening distribution valves (0-6).

== Pressure Regulation using VFD ==

Bypass the pressure-reducing valve.
Vary flow rate by incrementally opening distribution valves (0-6).
Regulate distribution pressure (Gauge 3) to 5.0psi by controlling the speed of pump 1.
Note: If there is insufficient pressure with pump 1 operating alone, activate pump 2 and operate in parallel with pump 1.
Measure the current and voltage drawn by the pump after the distribution valve is open.
Repeat until all distribution valves are open. For 5 and 6 open distribution valves, pump 1 alone is not powerful enough to reach the desired pressue. Turn on pump 2 in parallel with pump 1 and reduce the rpm of pump 1 to achieve desired pressure (4.5 PSI).

Course:CIVL315/Labs/LAB 1 Pump Station Design

2015-02-10T18:42:49Z

Novak: /* Pumps in Series */

== Safety Considerations ==

Closed-toed shoes are required in the Hydrotechnical Lab
Safety glasses are required in the Hydrotechnical Lab
Incorrect use of the apparatus may cause water hammer which has  the potential to burst the pipes
Never leave power connections (e.g. electrical plugs) on the ground in case of flooding

== System Setup ==

== Procedure ==

In case of pump lockdown try turning the control panel off and on  again. If that does not work, open the control panel with a flathead screwdriver and press the red reset button on the digital controller.
If the acoustic flow meter had an E on the display there is an error. Restart the flow meters by unplugging and plugging them back in. If the problem persists consult a technician.

== Setting up the equipment ==

# Plug the flow meter power cord into the green extension cord located near the wall. Ensure that the connection is not at ground level in case of flooding.
# Check that the reservoir is more than half full of water. Use the water supply on the north wall to fill the reservoir if needed. Make sure that the hose is wound back on the reel after use.
# Check that the pump power switches are OFF and turn on the control panel power.
# Check that both pump output valves located directly above pump 1 and pump 2 are closed.
# Check that the pumps are configured in parallel.

This video demonstrates the steps needed to develop the pump curve, as well as the steps to properly control pump 1. Follow the valve opening and closing procedures precisely to avoid water hammer.

{{#widget:YouTube|id=spgK2e_89fQ|600}}

== Develop the Pump Curve ==

Check that the bypass valve is closed as well as the valve leading to the pressure-reducing valve. The distribution valves should also be closed.
Configure pump valves to operate with pump 2 only.
Open the Pump 2 output valve slowly to avoid water hammer.
Open the bypass valve.
Vary flow rate by incrementally open distribution valves 0-6 and record the flow rate using the ultrasound flow meters.
After collecting all the data, close all distribution valves. Close the Pump 2 output valve. Turn off Pump 2 by turning the power switch on the control panel.

== Vary Pump Speed ==

Configure pump valves to operate with pump 1 only.
Ensure the output valve from the variable speed pump is closed and start pump at 0 rpm. Then set speed to 3450 rpm.
Open the pump 1 output valve slowly.
Open the bypass valve.
Set pump 1 speeds 3450, 3200, 2900, 2500, 2000 and 1600 rpm.
Vary flow rate by incrementally opening distribution valves:
0-6 for 3450 rpm
0-4 for all other speeds
After recording the data, close all distribution valves. Close Pump 1 outlet valve. Set pump 1 rpm to zero and turn off power to pump 1.

== Pumps in Parallel ==

Configure pump valves to operate both pump1 and 2 in parallel.
Bypass the pressure-reducing valve.
Set pump 1 speeds to 3450, 3200, 2900, 2500, 2000 and 1600 rpm.
Vary flow rate by opening 1 to 3 distribution valves.
Close all distribution valves. Close pump 2 output valve.
Close pump 2 output valve. Sets pump 1 rpm to zero. Then shutdown pump 1 and 2 power with control panel switches.

== Pumps in Series ==

Configure pump valves to operate both pump 1 and 2 in series.
Bypass the pressure-reducing valve.
Set pump 1 speeds to 3450 and 2900 rpm.
Vary flow rate by incrementally opening distribution valves
0-3 for 3450 rpm.
0-2 for 2900 rpm.
Close distribution valves. Close bypass valve. Close pump 2 outlet valve then close pump 1 outlet valve.
Set pump 1 rpm to zero, then shutdown pump 1 and 2 power with the control panel switches.
The following video shows how to regulate pressure by using the pressure reducing valve and the variable frequency drive.
{{#widget:YouTube|id=N6m3gXQgnRg|height=900}}

Video 2

== Pressure Regulation using PRV ==

Configure pump valves to operate both pump 1 and 2 in parallel.
Set pump 1 to maximum speed.
Enable pressure-reducing valve.
Regulate distribution pressure (Gauge 3) to 4.5-5.0 psi.
Vary flow rate by incrementally opening distribution valves (0-6).

== Pressure Regulation using VFD ==

Bypass the pressure-reducing valve.
Vary flow rate by incrementally opening distribution valves (0-6).
Regulate distribution pressure (Gauge 3) to 5.0psi by controlling the speed of pump 1.
Note: If there is insufficient pressure with pump 1 operating alone, activate pump 2 and operate in parallel with pump 1.
Measure the current and voltage drawn by the pump after the distribution valve is open.
Repeat until all distribution valves are open. For 5 and 6 open distribution valves, pump 1 alone is not powerful enough to reach the desired pressue. Turn on pump 2 in parallel with pump 1 and reduce the rpm of pump 1 to achieve desired pressure (4.5 PSI).

Course:CIVL315/Labs/LAB 1 Pump Station Design

2015-02-10T18:41:06Z

Novak: /* Pumps in Series */

== Safety Considerations ==

Closed-toed shoes are required in the Hydrotechnical Lab
Safety glasses are required in the Hydrotechnical Lab
Incorrect use of the apparatus may cause water hammer which has  the potential to burst the pipes
Never leave power connections (e.g. electrical plugs) on the ground in case of flooding

== System Setup ==

== Procedure ==

In case of pump lockdown try turning the control panel off and on  again. If that does not work, open the control panel with a flathead screwdriver and press the red reset button on the digital controller.
If the acoustic flow meter had an E on the display there is an error. Restart the flow meters by unplugging and plugging them back in. If the problem persists consult a technician.

== Setting up the equipment ==

# Plug the flow meter power cord into the green extension cord located near the wall. Ensure that the connection is not at ground level in case of flooding.
# Check that the reservoir is more than half full of water. Use the water supply on the north wall to fill the reservoir if needed. Make sure that the hose is wound back on the reel after use.
# Check that the pump power switches are OFF and turn on the control panel power.
# Check that both pump output valves located directly above pump 1 and pump 2 are closed.
# Check that the pumps are configured in parallel.

This video demonstrates the steps needed to develop the pump curve, as well as the steps to properly control pump 1. Follow the valve opening and closing procedures precisely to avoid water hammer.

{{#widget:YouTube|id=spgK2e_89fQ|600}}

== Develop the Pump Curve ==

Check that the bypass valve is closed as well as the valve leading to the pressure-reducing valve. The distribution valves should also be closed.
Configure pump valves to operate with pump 2 only.
Open the Pump 2 output valve slowly to avoid water hammer.
Open the bypass valve.
Vary flow rate by incrementally open distribution valves 0-6 and record the flow rate using the ultrasound flow meters.
After collecting all the data, close all distribution valves. Close the Pump 2 output valve. Turn off Pump 2 by turning the power switch on the control panel.

== Vary Pump Speed ==

Configure pump valves to operate with pump 1 only.
Ensure the output valve from the variable speed pump is closed and start pump at 0 rpm. Then set speed to 3450 rpm.
Open the pump 1 output valve slowly.
Open the bypass valve.
Set pump 1 speeds 3450, 3200, 2900, 2500, 2000 and 1600 rpm.
Vary flow rate by incrementally opening distribution valves:
0-6 for 3450 rpm
0-4 for all other speeds
After recording the data, close all distribution valves. Close Pump 1 outlet valve. Set pump 1 rpm to zero and turn off power to pump 1.

== Pumps in Parallel ==

Configure pump valves to operate both pump1 and 2 in parallel.
Bypass the pressure-reducing valve.
Set pump 1 speeds to 3450, 3200, 2900, 2500, 2000 and 1600 rpm.
Vary flow rate by opening 1 to 3 distribution valves.
Close all distribution valves. Close pump 2 output valve.
Close pump 2 output valve. Sets pump 1 rpm to zero. Then shutdown pump 1 and 2 power with control panel switches.

== Pumps in Series ==

Configure pump valves to operate both pump 1 and 2 in series.
Bypass the pressure-reducing valve.
Set pump 1 speeds to 3450 and 2900 rpm.
Vary flow rate by incrementally opening distribution valves
0-3 for 3450 rpm.
0-2 for 2900 rpm.
Close distribution valves. Close bypass valve. Close pump 2 outlet valve then close pump 1 outlet valve.
Set pump 1 rpm to zero, then shutdown pump 1 and 2 power with the control panel switches.
The following video shows how to regulate pressure by using the pressure reducing valve and the variable frequency drive.
{{#widget:YouTube|id=N6m3gXQgnRg|900px}}

Video 2

== Pressure Regulation using PRV ==

Configure pump valves to operate both pump 1 and 2 in parallel.
Set pump 1 to maximum speed.
Enable pressure-reducing valve.
Regulate distribution pressure (Gauge 3) to 4.5-5.0 psi.
Vary flow rate by incrementally opening distribution valves (0-6).

== Pressure Regulation using VFD ==

Bypass the pressure-reducing valve.
Vary flow rate by incrementally opening distribution valves (0-6).
Regulate distribution pressure (Gauge 3) to 5.0psi by controlling the speed of pump 1.
Note: If there is insufficient pressure with pump 1 operating alone, activate pump 2 and operate in parallel with pump 1.
Measure the current and voltage drawn by the pump after the distribution valve is open.
Repeat until all distribution valves are open. For 5 and 6 open distribution valves, pump 1 alone is not powerful enough to reach the desired pressue. Turn on pump 2 in parallel with pump 1 and reduce the rpm of pump 1 to achieve desired pressure (4.5 PSI).

Course:CIVL315/Labs/LAB 1 Pump Station Design

2015-02-10T18:40:41Z

Novak: /* Pumps in Series */

== Safety Considerations ==

Closed-toed shoes are required in the Hydrotechnical Lab
Safety glasses are required in the Hydrotechnical Lab
Incorrect use of the apparatus may cause water hammer which has  the potential to burst the pipes
Never leave power connections (e.g. electrical plugs) on the ground in case of flooding

== System Setup ==

== Procedure ==

In case of pump lockdown try turning the control panel off and on  again. If that does not work, open the control panel with a flathead screwdriver and press the red reset button on the digital controller.
If the acoustic flow meter had an E on the display there is an error. Restart the flow meters by unplugging and plugging them back in. If the problem persists consult a technician.

== Setting up the equipment ==

# Plug the flow meter power cord into the green extension cord located near the wall. Ensure that the connection is not at ground level in case of flooding.
# Check that the reservoir is more than half full of water. Use the water supply on the north wall to fill the reservoir if needed. Make sure that the hose is wound back on the reel after use.
# Check that the pump power switches are OFF and turn on the control panel power.
# Check that both pump output valves located directly above pump 1 and pump 2 are closed.
# Check that the pumps are configured in parallel.

This video demonstrates the steps needed to develop the pump curve, as well as the steps to properly control pump 1. Follow the valve opening and closing procedures precisely to avoid water hammer.

{{#widget:YouTube|id=spgK2e_89fQ|600}}

== Develop the Pump Curve ==

Check that the bypass valve is closed as well as the valve leading to the pressure-reducing valve. The distribution valves should also be closed.
Configure pump valves to operate with pump 2 only.
Open the Pump 2 output valve slowly to avoid water hammer.
Open the bypass valve.
Vary flow rate by incrementally open distribution valves 0-6 and record the flow rate using the ultrasound flow meters.
After collecting all the data, close all distribution valves. Close the Pump 2 output valve. Turn off Pump 2 by turning the power switch on the control panel.

== Vary Pump Speed ==

Configure pump valves to operate with pump 1 only.
Ensure the output valve from the variable speed pump is closed and start pump at 0 rpm. Then set speed to 3450 rpm.
Open the pump 1 output valve slowly.
Open the bypass valve.
Set pump 1 speeds 3450, 3200, 2900, 2500, 2000 and 1600 rpm.
Vary flow rate by incrementally opening distribution valves:
0-6 for 3450 rpm
0-4 for all other speeds
After recording the data, close all distribution valves. Close Pump 1 outlet valve. Set pump 1 rpm to zero and turn off power to pump 1.

== Pumps in Parallel ==

Configure pump valves to operate both pump1 and 2 in parallel.
Bypass the pressure-reducing valve.
Set pump 1 speeds to 3450, 3200, 2900, 2500, 2000 and 1600 rpm.
Vary flow rate by opening 1 to 3 distribution valves.
Close all distribution valves. Close pump 2 output valve.
Close pump 2 output valve. Sets pump 1 rpm to zero. Then shutdown pump 1 and 2 power with control panel switches.

== Pumps in Series ==

Configure pump valves to operate both pump 1 and 2 in series.
Bypass the pressure-reducing valve.
Set pump 1 speeds to 3450 and 2900 rpm.
Vary flow rate by incrementally opening distribution valves
0-3 for 3450 rpm.
0-2 for 2900 rpm.
Close distribution valves. Close bypass valve. Close pump 2 outlet valve then close pump 1 outlet valve.
Set pump 1 rpm to zero, then shutdown pump 1 and 2 power with the control panel switches.
The following video shows how to regulate pressure by using the pressure reducing valve and the variable frequency drive.
{{#widget:YouTube|id=N6m3gXQgnRg|900}}
Video 2

== Pressure Regulation using PRV ==

Configure pump valves to operate both pump 1 and 2 in parallel.
Set pump 1 to maximum speed.
Enable pressure-reducing valve.
Regulate distribution pressure (Gauge 3) to 4.5-5.0 psi.
Vary flow rate by incrementally opening distribution valves (0-6).

== Pressure Regulation using VFD ==

Bypass the pressure-reducing valve.
Vary flow rate by incrementally opening distribution valves (0-6).
Regulate distribution pressure (Gauge 3) to 5.0psi by controlling the speed of pump 1.
Note: If there is insufficient pressure with pump 1 operating alone, activate pump 2 and operate in parallel with pump 1.
Measure the current and voltage drawn by the pump after the distribution valve is open.
Repeat until all distribution valves are open. For 5 and 6 open distribution valves, pump 1 alone is not powerful enough to reach the desired pressue. Turn on pump 2 in parallel with pump 1 and reduce the rpm of pump 1 to achieve desired pressure (4.5 PSI).

Course:CIVL315/Labs/LAB 1 Pump Station Design

2015-02-10T18:39:22Z

Novak: /* Setting up the equipment */

== Safety Considerations ==

Closed-toed shoes are required in the Hydrotechnical Lab
Safety glasses are required in the Hydrotechnical Lab
Incorrect use of the apparatus may cause water hammer which has  the potential to burst the pipes
Never leave power connections (e.g. electrical plugs) on the ground in case of flooding

== System Setup ==

== Procedure ==

In case of pump lockdown try turning the control panel off and on  again. If that does not work, open the control panel with a flathead screwdriver and press the red reset button on the digital controller.
If the acoustic flow meter had an E on the display there is an error. Restart the flow meters by unplugging and plugging them back in. If the problem persists consult a technician.

== Setting up the equipment ==

# Plug the flow meter power cord into the green extension cord located near the wall. Ensure that the connection is not at ground level in case of flooding.
# Check that the reservoir is more than half full of water. Use the water supply on the north wall to fill the reservoir if needed. Make sure that the hose is wound back on the reel after use.
# Check that the pump power switches are OFF and turn on the control panel power.
# Check that both pump output valves located directly above pump 1 and pump 2 are closed.
# Check that the pumps are configured in parallel.

This video demonstrates the steps needed to develop the pump curve, as well as the steps to properly control pump 1. Follow the valve opening and closing procedures precisely to avoid water hammer.

{{#widget:YouTube|id=spgK2e_89fQ|600}}

== Develop the Pump Curve ==

Check that the bypass valve is closed as well as the valve leading to the pressure-reducing valve. The distribution valves should also be closed.
Configure pump valves to operate with pump 2 only.
Open the Pump 2 output valve slowly to avoid water hammer.
Open the bypass valve.
Vary flow rate by incrementally open distribution valves 0-6 and record the flow rate using the ultrasound flow meters.
After collecting all the data, close all distribution valves. Close the Pump 2 output valve. Turn off Pump 2 by turning the power switch on the control panel.

== Vary Pump Speed ==

Configure pump valves to operate with pump 1 only.
Ensure the output valve from the variable speed pump is closed and start pump at 0 rpm. Then set speed to 3450 rpm.
Open the pump 1 output valve slowly.
Open the bypass valve.
Set pump 1 speeds 3450, 3200, 2900, 2500, 2000 and 1600 rpm.
Vary flow rate by incrementally opening distribution valves:
0-6 for 3450 rpm
0-4 for all other speeds
After recording the data, close all distribution valves. Close Pump 1 outlet valve. Set pump 1 rpm to zero and turn off power to pump 1.

== Pumps in Parallel ==

Configure pump valves to operate both pump1 and 2 in parallel.
Bypass the pressure-reducing valve.
Set pump 1 speeds to 3450, 3200, 2900, 2500, 2000 and 1600 rpm.
Vary flow rate by opening 1 to 3 distribution valves.
Close all distribution valves. Close pump 2 output valve.
Close pump 2 output valve. Sets pump 1 rpm to zero. Then shutdown pump 1 and 2 power with control panel switches.

== Pumps in Series ==

Configure pump valves to operate both pump 1 and 2 in series.
Bypass the pressure-reducing valve.
Set pump 1 speeds to 3450 and 2900 rpm.
Vary flow rate by incrementally opening distribution valves
0-3 for 3450 rpm.
0-2 for 2900 rpm.
Close distribution valves. Close bypass valve. Close pump 2 outlet valve then close pump 1 outlet valve.
Set pump 1 rpm to zero, then shutdown pump 1 and 2 power with the control panel switches.
The following video shows how to regulate pressure by using the pressure reducing valve and the variable frequency drive.

== Pressure Regulation using PRV ==

Configure pump valves to operate both pump 1 and 2 in parallel.
Set pump 1 to maximum speed.
Enable pressure-reducing valve.
Regulate distribution pressure (Gauge 3) to 4.5-5.0 psi.
Vary flow rate by incrementally opening distribution valves (0-6).

== Pressure Regulation using VFD ==

Bypass the pressure-reducing valve.
Vary flow rate by incrementally opening distribution valves (0-6).
Regulate distribution pressure (Gauge 3) to 5.0psi by controlling the speed of pump 1.
Note: If there is insufficient pressure with pump 1 operating alone, activate pump 2 and operate in parallel with pump 1.
Measure the current and voltage drawn by the pump after the distribution valve is open.
Repeat until all distribution valves are open. For 5 and 6 open distribution valves, pump 1 alone is not powerful enough to reach the desired pressue. Turn on pump 2 in parallel with pump 1 and reduce the rpm of pump 1 to achieve desired pressure (4.5 PSI).

Course:CIVL315/Labs/LAB 1 Pump Station Design

2015-02-10T18:34:29Z

Novak: Created page with "== Safety Considerations == Closed-toed shoes are required in the Hydrotechnical Lab Safety glasses are required in the Hydrotechnical Lab Incorrect use of the apparatus may..."

== Safety Considerations ==

Closed-toed shoes are required in the Hydrotechnical Lab
Safety glasses are required in the Hydrotechnical Lab
Incorrect use of the apparatus may cause water hammer which has  the potential to burst the pipes
Never leave power connections (e.g. electrical plugs) on the ground in case of flooding

== System Setup ==

== Procedure ==

In case of pump lockdown try turning the control panel off and on  again. If that does not work, open the control panel with a flathead screwdriver and press the red reset button on the digital controller.
If the acoustic flow meter had an E on the display there is an error. Restart the flow meters by unplugging and plugging them back in. If the problem persists consult a technician.

== Setting up the equipment ==

# Plug the flow meter power cord into the green extension cord located near the wall. Ensure that the connection is not at ground level in case of flooding.
# Check that the reservoir is more than half full of water. Use the water supply on the north wall to fill the reservoir if needed. Make sure that the hose is wound back on the reel after use.
# Check that the pump power switches are OFF and turn on the control panel power.
# Check that both pump output valves located directly above pump 1 and pump 2 are closed.
# Check that the pumps are configured in parallel.

This video demonstrates the steps needed to develop the pump curve, as well as the steps to properly control pump 1. Follow the valve opening and closing procedures precisely to avoid water hammer.

== Develop the Pump Curve ==

Check that the bypass valve is closed as well as the valve leading to the pressure-reducing valve. The distribution valves should also be closed.
Configure pump valves to operate with pump 2 only.
Open the Pump 2 output valve slowly to avoid water hammer.
Open the bypass valve.
Vary flow rate by incrementally open distribution valves 0-6 and record the flow rate using the ultrasound flow meters.
After collecting all the data, close all distribution valves. Close the Pump 2 output valve. Turn off Pump 2 by turning the power switch on the control panel.

== Vary Pump Speed ==

Configure pump valves to operate with pump 1 only.
Ensure the output valve from the variable speed pump is closed and start pump at 0 rpm. Then set speed to 3450 rpm.
Open the pump 1 output valve slowly.
Open the bypass valve.
Set pump 1 speeds 3450, 3200, 2900, 2500, 2000 and 1600 rpm.
Vary flow rate by incrementally opening distribution valves:
0-6 for 3450 rpm
0-4 for all other speeds
After recording the data, close all distribution valves. Close Pump 1 outlet valve. Set pump 1 rpm to zero and turn off power to pump 1.

== Pumps in Parallel ==

Configure pump valves to operate both pump1 and 2 in parallel.
Bypass the pressure-reducing valve.
Set pump 1 speeds to 3450, 3200, 2900, 2500, 2000 and 1600 rpm.
Vary flow rate by opening 1 to 3 distribution valves.
Close all distribution valves. Close pump 2 output valve.
Close pump 2 output valve. Sets pump 1 rpm to zero. Then shutdown pump 1 and 2 power with control panel switches.

== Pumps in Series ==

Configure pump valves to operate both pump 1 and 2 in series.
Bypass the pressure-reducing valve.
Set pump 1 speeds to 3450 and 2900 rpm.
Vary flow rate by incrementally opening distribution valves
0-3 for 3450 rpm.
0-2 for 2900 rpm.
Close distribution valves. Close bypass valve. Close pump 2 outlet valve then close pump 1 outlet valve.
Set pump 1 rpm to zero, then shutdown pump 1 and 2 power with the control panel switches.
The following video shows how to regulate pressure by using the pressure reducing valve and the variable frequency drive.

== Pressure Regulation using PRV ==

Configure pump valves to operate both pump 1 and 2 in parallel.
Set pump 1 to maximum speed.
Enable pressure-reducing valve.
Regulate distribution pressure (Gauge 3) to 4.5-5.0 psi.
Vary flow rate by incrementally opening distribution valves (0-6).

== Pressure Regulation using VFD ==

Bypass the pressure-reducing valve.
Vary flow rate by incrementally opening distribution valves (0-6).
Regulate distribution pressure (Gauge 3) to 5.0psi by controlling the speed of pump 1.
Note: If there is insufficient pressure with pump 1 operating alone, activate pump 2 and operate in parallel with pump 1.
Measure the current and voltage drawn by the pump after the distribution valve is open.
Repeat until all distribution valves are open. For 5 and 6 open distribution valves, pump 1 alone is not powerful enough to reach the desired pressue. Turn on pump 2 in parallel with pump 1 and reduce the rpm of pump 1 to achieve desired pressure (4.5 PSI).

Course:CIVL315

2015-02-10T18:28:47Z

Novak: Created page with "{{Infobox CIVL315}} == Lab Info == LAB 1 Pump Station Design LAB 2 Frictional Loss Testing LAB 3 Powerhouse Design LAB 4 Water Hammer"

{{Infobox CIVL315}}

== Lab Info ==

LAB 1 Pump Station Design
LAB 2 Frictional Loss Testing
LAB 3 Powerhouse Design
LAB 4 Water Hammer

Course:ENGL419/Books

2015-02-05T18:39:49Z

Novak:

[[Course:ENGL419/Books/King James Bible|King James Bible]]

Course:ENGL419/Books

2015-02-05T18:39:25Z

Novak: Created page with "Course:ENGL419/Books/King James Bible|King James Bible"

[[Course:ENGL419/Books/King James Bible|King James Bible]

Course:ENGL419/Books/King James Bible

2015-02-05T18:34:57Z

Novak:

== History ==
fsfs

== Discussion ==
dffdf

== Images ==
fdsfs

== Resources ==
sdsds

== References ==
fdfs

Course:ENGL419/Books/King James Bible

2015-02-05T18:34:20Z

Novak: Created page with "== History == fsfs == Discussion == dffdf == Images == fdsfs == Resources == sdsds == References == fdfs"

== History ==
fsfs

== Discussion ==
dffdf

== Images ==
fdsfs

== Resources ==
sdsds

== References ==
fdfs

Course:ENGL419/Books/a

2015-02-05T18:32:04Z

Novak: Created page with "List of books"

List of books

Course:ENGL419

2015-02-05T18:31:20Z

Novak: Created page with "Hello"

Hello