Making the Most of Schoology Resources | March #SchoologyChat Recap

Contributed By

Robert Schuetz

Technology Coordinator for Palatine High School, IL

Making the Most of Schoology Resources | March #SchoologyChat Recap

Posted in Community | March 13, 2017

resource  noun \'re-sors\  1) a source of supply or support 2) a phenomenon that enhances the quality of human life 3) a source of information or expertise

In our latest (March 7th, 2017) #SchoologyChat on Twitter, Schoology Ambassador Dave Wallace (@davejwallace) moderated an insightful and energetic conversation about raising our collaboration game with Schoology Resources. Many contributors, including Lesley Louder, Jill Rice, and Desshandra Walker, posted strategies for organizing, accessing, and sharing materials in the tiered resource area of Schoology.

Schoology Resources are categorized into three subsections based on their degree of accessibility—personal, group, and public. Co-moderators Cory Klinge (@MrKlinge) and Bridget Heaton (@BridgetHeaton) promoted idea exchange and engaged participants with their usual brand of enthusiastic support. Meanwhile, Dave kicked things off by asking participants to describe how they organize their personal resources.

Color coded folders, curricular units, and classroom themes were suggestions that made our participants take notice. Interestingly, several members of our chat group mentioned using learning targets or competencies to organize their personal resources. As you would guess, this strategy took the discussion to another level.

Dave exposed an area for growth with his next prompt. “What structure has your school or district developed to share resources?” Several participants, including myself, mentioned this being an area of need while others mentioned their professional learning and grade level teams make extensive use of group resources. There was universal agreement that sharing resources adds both efficiency and effectiveness to instructional processes. Jill Rice quoted Kid President, “Share Your Awesome!”

Other key takeaways from the evening included everyone using Schoology belongs to at least one powerful learning community and most folks participate in several to many groups. There was agreement, public resources are beneficial, but the search and filter functions need some improvement. Team members who have shared Schoology’s product roadmap have indicated that the search tool is an area targeted for improvement.

Our resources chat concluded with folks sharing recommendations for improving their use of resources, as well as, personal strategies for sharing and collaborating with greater effectiveness. Jokes, funny stories, and innocent jabs made this a fast-paced, entertaining chat. You can dive into the archive here.

There’s obviously some high level use of resources that others can draw from. Once again, thank you to Dave Wallace for suggesting the topic and moderating this engaging chat.

We hope to see all of you at our NEXT edition of #SchoologyChat which airs Tuesday April 4th at 9:00 pm Eastern Time. Ambassadors, Tanya Snook and Marisa Mejia will lead our discussion of media albums and co-curricular groups.

Making the Most of Schoology Resources | Chat Highlights

Q1: How have you organized your personal resources in order to maximize your personal efficiency?





Q2: What structure has your school or district developed to help distribute resources?





Q3: How has the ability to share resources easily changed things for your district? What doors has it opened?





Q5: What are some successes you have had with the public resources? What are your “go-to” resources from the public section?





Q6: How many of you make your resources public? What have you shared? What keeps you from sharing?





Connect and collaborate with leaders in education during #SchoologyChat, a monthly community-led Twitter chat. Created and hosted by Schoology Ambassadors Robert Schuetz and Cory Klinge, the chat takes place on the 1st Tuesday of each month from 9:00pm–10:00pm ET. Join the conversation next month.


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