Campfire Session — Workspace Management

Introduction • 00:00

• Lulu Gao introduces this session meant specifically for administrators of Flint workspaces.

Ice-breaking news • 01:09

• A study from Gallup was discussed. Teachers reported AI tools improved their work quality.

• The benefits of frequent AI usage were highlighted. Teachers using AI regularly reported higher quality outputs.

LMS/SIS imports • 04:50

• Differences between roles in Flint were explained. Administrators have broader access compared to teachers and students.

• The setup of group roles is discussed. Group owners' visibility of sessions, settings, and analytics within a group is clarified.

• The importance of role assignment in Flint is emphasized. The integration with EdLink for role recognition is explained.

• The process of adding members for the new school year is outlined. Specific steps for integrating LMS and SIS are demonstrated.

• Users and groups can be imported into Flint. A confirmation page will display the number of imported users and groups.

Q&A about LMS/SIS imports • 18:35

• Sally Maxwell inquires about a DEI director for inclusion guidance. Lulu Gao explains the available support roles within Flint.

• Latha Ramamurthy asks about progress monitoring tools for special education. Lulu Gao mentions Flint's analytics capabilities for tracking student performance.

• A new feature is introduced for classroom context. It allows integration of group backgrounds into activities.

• Integration with learning management systems is discussed. It is clarified that updates must be manually synced in Flint.

Assigning missing roles • 27:05

• Unassigned roles in Flint are addressed. Best practices for assigning roles to users are shared.

• Concerns about student workspace creation are discussed. The ability for students to create workspaces using personal emails is highlighted.

• Yajing Li inquires about assessment functionalities in Flint. Limitations on tracking student listening and response times are clarified.

• Differences between workspaces and groups are explained. Workspaces are equated to schools, while groups are equated to classes.

• Flint does not remember previous sessions. Each new session starts with a blank slate.

• A new feature allows students to set learning preferences. This memory feature helps tailor interactions to individual needs.

• Analytics can aggregate student performance across multiple sessions. Teachers can analyze overall student progress in writing activities.

• Concerns about the credibility of information delivered by the Flint tutor were raised. The ability to playback explanations for verification was requested. Flint does have this capability.

Terms in Flint • 45:42

• Details about managing terms within the Flint platform were shared. The process of creating, activating, and importing data for new terms was explained.

• Lulu shows how students and teachers can view their activities and sessions from previous terms.

• Lulu also demonstrates how users can import activities that they made previously into the new term.

Q&A about terms • 59:23

• A clarification regarding the use of groups outside of terms was provided. The necessity of recreating groups for each term was discussed.

• The ability to import teachers and students was discussed. It was noted that activities copied into the new term are separate from previous years.

• Concerns regarding analytics across multiple terms were raised. It was mentioned that current limitations hinder comprehensive analysis of student performance over years.

• The idea of uploading summaries within student profiles was proposed. It was acknowledged as an interesting concept for enhancing personalized learning.

Mission, guidelines, and self-harm moderators • 01:06:32

• Moderation guidelines and self harm moderators are discussed. Notifications for self harm messages are clarified.

• The role of group and workspace moderators is explained. Group owners can modify self harm moderators for their respective groups.

• Best practices for setting self harm moderators are suggested. The importance of conveying this information to teachers is emphasized.

• Concerns about copyright and content sharing were raised. The importance of managing shared materials was emphasized.

Conclusion • 01:15:37

• A request for information on new features was made. The timeline for documentation release was discussed.

• The need for a product roadmap was suggested. The challenges of maintaining agility in a small team were acknowledged.

• A flexible office hours schedule is announced. An email will disclose specific dates and times.

• Craig Griebenow shares positive feedback on Flint. He emphasizes its user-friendly features and analytics capabilities.

• Howard Glasser asks for support tools for teachers. He shares a Flint assistant activity designed for new faculty.