#AISMOOC, Final Thoughts

So the MOOC has come to an end. Overall I had a great experience with the course. The readings and discussions – even though I most lurked – were thought-provoking and informative. Although I don’t see myself creating fully virtual classes anytime soon, I think that the lessons I learned will be equally useful in my role supporting flipped and blended learning environments.

The last two weeks of the course covered some interesting topics – at-risk students and creating community. It’s interesting because literally all of the keys to success with “virtual” instruction align with aims of good teaching in a face-to-face environment. The only thing that changes in a virtual environment is the mode of communication. Good teaching is good teaching. You can’t build a great classroom without building a strong sense of community. Similarly, it is imperative that you identify at-risk students to ensure that everyone learns, is challenged, and gets the proper level of support. These general observations are true in any educational environment.

One huge takeaway I had from the course was that I am not a huge fan of the Coursera LMS. I do think that it is okay for the large MOOC environment, but there was still an overall lack of quality interaction that left me wanting more. For one, I would have loved the ability to do live chats from within the site, whenever I was browsing. I also would have liked the threads to be a lot less clunky. As an everyday Reddit lurker I have come to appreciate the smooth flow of conversations and discussion that it provides. Coursera truly fell short in this category in my opinion. Overall it was still a useful platform that did it’s job well. When you consider the cost of the course – free – it makes up for any shortcomings in the software.

Thanks to @clonghb and all of my classmates for making @aismooc a great experience.

Office 365 is no Google Apps for Education

This year has brought about many changes in my professional life, but none have been more challenging than the shift from a Google environment to a Microsoft one. Google just gets it. They have a clear lead in the market and they have the features that teachers want.

To be fair, Microsoft has been slowly updating and easing its services. Students can now download the Office suite for free. This alleviates many of the concerns I’ll outline below, but doesn’t completely remove some of the initial frustrations I’ve felt. Here are some of the issues that I’d like to be addressed in Office 365:

  • There is no way to embed video files. Why do I need 1TB if I can’t easily embed content? This should be fixed ASAP. I’d love it if OneDrive would generate embed codes for videos and image galleries.
  • The OneDrive interface is clunky at best. Do you want to move a file into a parent directory? You will need to use Internet Explorer, hit several buttons, wait for an explorer window to open, then wait. Office 365 should a an easy to use navigation pane for dragging and dropping files. It would also be nice if you could simple drag files into their parent directories.
  • Google has classrooms, Microsoft has Sharepoint. I get it. Microsoft is for business and it wants to break into the education market, but it is going to need to drastically overhaul its ecosystem if it ever intends to stand a chance. Teachers want to be able to share, collaborate with, and collect work from their students and peers. They want to be able to sort shared files. They want to have a place where students can submit work. Microsoft has no solution for this. While their product is great for small groups working on joint projects, it can’t manage a whole class of students. Microsoft needs a product that allows for moderated sharing and collection of documents from individual students. I want a class site with a personal folder for each student that only the teacher and individual student can view.
  • Microsoft’s online suite isn’t sweet. Yes, it has the look of Office, but it is so stripped down that it borders on useless in many cases. Do you want to use Excel online? Don’t try to change the units on the axes because you can’t. Do you want to track changes in a Word document? Forget about it. While these concerns are very specific I feel that Microsoft’s biggest asset has been its apps. They need to find a way to translate these to the web. If an make and online version of Photoshop then Microsoft can get Excel and Word to work in the cloud.
  • Third-party apps are scarce. Using Google Apps is easy. If there isn’t a Google solution to your problem there are a host of other apps that will help you. Microsoft’s education offerings are virtually non-existent.
  • Last, but certainly not least, there is no LMS that offers native integration with OneDrive. This is the real killer for me. I know of only one LMS that is working on this, Canvas, but have not been able to find another.

I’m going to keep trying to innovate and using Office 365 because it does have a ton of potential. In the meantime interested in hearing how other people are using it in their classrooms.

3D Printers in the Haüs

I’m so excited! This week we received our first two 3D printers. We went with two different models:

1. MakerBot Replicator

2. PrintrBot Maker Simple (Kit)

I’m excited about both models. The MakerBot was so simple to use that we were able to make our first print within 45 minutes of opening the box. Although printing was fun, the PrintrBot kit has been far more rewarding. When it came in I told our interest group, and within the first few hours I had a crowd of students at my desk. They had me print out the assembly instructions, then started searching around campus for the tools they were going to need. Later that day they started assembling the machine in shifts. It is an ongoing process, but I feel like it is far more meaningful than our experience with the MakerBot so far. Although the prints will eventually be smaller, and the machine is only made from laser-cut wood, it is giving them the ability to understand how the machine actually works. They are working in a team and building the printer by following a complex set of instructions. These are skills that they will need in the future, and they are developing them by pursuing their own interests.

It seems like our printers are going to be in high demand. In our next EdTech Committee meeting we’ll need to discuss:

  • How we will monitor and support the use of the printers
  • Our overall capacity for printing – how many printers do we need?
  • The cost – monthly/yearly
  • The environmental impact of all the printing
  • How this will impact course offerings

MakerBot Display PrintrBot Assembly

GooseChase Scavenger Hunt: Review and Thoughts

It’s been a few days since my last update, but I finally have a few free moments to add my reflection on how our scavenger hunt went last week. Overall, I’d call the experience a rousing success. There were several elements of the GooseChase that were important to know in terms of planning, so I’ll try to cover them here. First, I’m going to explain in detail how to set up a GooseChase. After that I’ll give my feedback on the process and some tips that you may want to use when planning your scavenger hunt.

I: Setting up a GooseChase

Setting up a GooseChase is pretty easy, but will involve some coordination on the part of the teacher.

To set up the game you can follow the steps in the guide I’ve made below.

Setting Up a GooseChase Scavenger Hunt

This tutorial will show you how to set up a scavenger hunt in the real world using the mobile app GooseChase. A key thing to keep in mind here is that you’ll be limited to 10 groups unless you pay for more members.

1. Create an account or sign in to GooseChase

1. Create an account or sign in to GooseChase

2. Upon signing in you’ll see the “My Games” screen. Click on “New Game”

2. Upon signing in you

3. Enter details for your game, then click “Save & Continue”

1. Give the game a name.

2. Describe the game objectives, etc.

3. You can password protect the game – this will make sure that only your students have access to the game

4. You can also specify the location of the game.

5. Click “Save & Continue” when you are done.

3. Enter details for your game, then click "Save & Continue"

4. This is your mission list

1. “GooseChase Mission Bank” lets you choose from a ton of pre-configured, generic missions to assign.

2. “My Mission Bank” lets you choose from missions you’ve created in the past

3. This is where you create your missions.

4. This is your mission list

4.1 Create a mission

1. Enter a mission name.

2. Give the description – this is the task you’d like your students to complete.

3. Assign a point value

Additional Details will let you add links and images to the missions

4. Click “Add Mission” if you are ready to move on, or “Additional Details” if you want to add a link or picture.

4.1 Create a mission

4.2 This is the additional details screen. Click “Add Mission” when you are done.

4.2 This is the additional details screen. Click "Add Mission" when you are done.

4.3 When you are done adding additional details, click “Add Mission”

4.3 When you are done adding additional details, click "Add Mission"

5. The new mission will show up in your mission list.

5. The new mission will show up in your mission list.

5.1 This is the GooseChase Mission Bank

There are some great ideas for potential missions here. To add a mission, scroll over it.

5.1 This is the GooseChase Mission Bank

5.2 Click the plus icon to add the mission to your mission list

5.2 Click the plus icon to add the mission to your mission list

5.3 Click the trash can icon to delete a mission

5.3 Click the trash can icon to delete a mission

5.4 This is the list of my previous missions

5.4 This is the list of my previous missions

6. Click on “Start & Stop” when you are ready to get your game underway

6. Click on "Start & Stop" when you are ready to get your game underway

7. Configure your Start/Stop times or invite people

1. Choose a method – either manual or automatic – to start your game

2. If you choose “Manual” enter a duration and click “Start Game” *Note, the clock will start automatically!

3. Before starting the game you will want students to download the app to their Android/iPhone device

  • They should make an account
  • Their user-name is their team name
  • They can search for your game by name

4. You can invite students via email if it’s easier

7. Configure your Start/Stop times or invite people

7.1 The automatic Start/Stop Method

Specify the start and end times. The game will start and end automatically this way.

7.1 The automatic Start/Stop Method

8. In-Game Features

Once the game is underway, you will focus on the In-Game tabs.

8. In-Game Features

9. The activity tab will constantly update as students submit images

9. The activity tab will constantly update as students submit images

9.1 Sample “Activity Feed”, click on an image or the gear in the lower right-hand corner to add a bonus or delete the photo

9.1 Sample "Activity Feed", click on an image or the gear in the lower right-hand corner to add a bonus or delete the photo

9.2 Gear options

9.2 Gear options

9.3 Full view options

You can also easily share an image if all of the students have signed media waivers

9.3 Full view options

10. The leader-board will show you who is in the lead

You can also adjust points manually here.

10. The leader-board will show you who is in the lead

10.1 Sample “Leaderboard”

10.1 Sample "Leaderboard"

11. The “Photos” tab will let you group images by mission, user points, or alphabetically by team

11. The "Photos" tab will let you group images by mission, user points, or alphabetically by team

11.1 Here are the options for grouping the photos

11.1 Here are the options for grouping the photos

11.2 This is what the photos will look like when they are grouped.

11.2 This is what the photos will look like when they are grouped.

The second – and perhaps more important – consideration is the logistics during the game. How will students be grouped? Where will the students go during the game? I highly recommend that you involve parents and or volunteers when running the game. This helps in several ways:

  • You will need someone to monitor the feed as the students complete the missions. This will ensure that they are taking appropriate images and that the images are the ones you asked for. If you want to do this yourself you’ll miss out on a lot of the fun, but will get to watch the activity in real time.
  • You may want to put a parent or volunteer with each group. This can be especially helpful if the activity will take place in public or off campus. Depending on the age of your students, this may be necessary.
  • You can use parents or volunteers to help you by serving as judges. When all of the pictures are collected you may want to have them go through and award bonus points for especially creative pictures or inclusive groups.


Overall, this was a great app and the students enjoyed the activity a great deal. They ran all around campus and our neighborhood, had to include everyone in their groups, and were very creative. One thing that was poorly planned on my part was my level of direct involvement with students. I thought that I’d be able to keep track of the score, photos, and bonus points while working with a group, but this was impossible. The mobile app doesn’t really have a way for the activity leader/coordinator to manage the game while in the field. When we do this again I’ll get a parent or volunteer to help with this.

Another issue that came up in our group was competitiveness. Some of the students took the scoring and leader-board extremely seriously. There were times where it wasn’t 100% clear what was worth points for a specific mission. For instance if it says take a picture in front of “X” but doesn’t specify that member need to be in the picture. Do you give points for that? If students are creative and go above and beyond, how many bonus points do you give? Some of these decisions were pretty subjective, and to make this easier I will be more specific in my mission instructions next time.

GooseChase is a great app. I recommend that you try it with your class!


Technology Meets Courtesy and Common Sense

Two of the cornerstones of The Northwest School (NWS) philosophy are courtesy and common sense. These foundational ideas, while simple, capture two of the key lessons we can impart in students as we prepare them for life in the 21st century. Technology provides the ideal junction of social interaction and personal expression where we, as educators, can impart these values. Most of what schools do today is not based in framework of courteous or common sense use of technology. A majority of acceptable use policies focus on listing punishments and consequences rather than laying out expected uses and outlining potential benefits of technology. Instead of viewing the inherent opportunity that lies within technology, most schools today create Draconian zero-tolerance policies which punish students rather than educate them. Our role should be lift barriers for students, not create them.

Here at NWS, we have the rare privilege of working with a faculty that abhors these kinds of discipline policies, and truly wants to educate and inspire our students. The primary directive of any place of learning in the 21st century should be to find ways to remove limits on the uses and implementation of technology and model its use in responsible and intentional ways. At our school we have just implemented student wireless and Office 365. These tools will make it easier for students and teachers to communicate with each other. They will also make it easier for our users to distribute documents, store files, and collaborate. However, these tools will be of little value if their use isn’t modeled constantly by teachers, based in sound pedagogical practice, and if it isn’t tied directly to our core values of courtesy and common sense.

A long habit of not thinking a thing wrong, gives it a superficial appearance of being right, and raises at first a formidable outcry in defense of custom. But the tumult soon subsides. Time makes more converts than reason. –Thomas Paine, Common Sense

Currently, schools around the country have a flawed view of how technology should be introduced and used. They are often willing to buy new Chromebooks, iPads, or other hardware, but they are seldom willing to implement common sense policies for dealing with teens and young adults. One example of this is the level of filtering that schools place on student networks. Current norms dictate that it is right, or “safe,” to limit students’ access to social media sites like Facebook, Twitter, and Reddit.

Let’s take a moment to consider some of the reasons why schools block these sites. First, they claim that there are liability issues. There is some merit to this line of reasoning. When students post irresponsibly on these, or other sites, there are often real-world consequences that manifest in our schools. I would argue that it defies logic and sound reasoning to completely block students from using these sites because: they are going to use them any way, they are going to do so at school (on their phones if not our networks), and most importantly we should teach them how to use these sites responsibly in school. We should instruct students how to manage their digital footprints, post responsibly, and use social media to enhance learning. We should not hide behind worst-case scenario liability issues that may never materialize if we take the preventative step of educating students how to use technology in the first place.

A second concern that schools have is that student use of technology will put unmanageable stresses on their networks. This concern should be a thing of the past in most major cities. Bandwidth prices have steadily declined and the ability to filter traffic on some sites (with some reasonable limits on non-educational bandwidth hogs like Torrent sites or streaming video) should remove this concern. There will still be times when students find sites that can’t be managed during school hours, but when this happens we should speak to students. We should find out what they are trying to do and see if it has educational value. If it does, we should strive to enable them to view the content and pursue their interests. When it does not we should take the time to speak with them about how the network operates and the times they should avoid intensive use of it. Blocking sites does not prevent students from accessing these them, it inspires students to find ways to hack around the technologies that limit their access.

Common sense dictates that there should be some limits on the role of technology in our lives. We should strive to maintain a balance between our digital and real-world lives. If students don’t learn this in school, a place where they spend a large chunk of their waking hours, where will they learn it? As educators we should model the behavior we’d like students to employ, and teach them how to change their habits when they fall short.

“Life is short, but there is always time enough for courtesy.” — Ralph Waldo Emerson

Courtesy is an equally important value for students to learn as they navigate the world of technology. While it is unrealistic to think that students will never err when they comment, post, tweet, and selfie away their time online, it is important that we model courteous and responsible online behavior. Students need to take control of their digital footprints and one of the easiest ways for them to do so is for them to see adults modeling the behavior. They should learn early and often that digital media does not have a shelf-life. It never expires and may come back to haunt them when they least expect it. That said, they shouldn’t be afraid of the internet. We all learn about the dangers of driving when we turn 16, yet we have implemented a rational and regimented process of learning to drive. Very few people would hesitate to sit behind the wheel of car, despite knowing the dangers that come with the privilege of driving. Instead of fearing cars, good drivers drive defensively. They actively watch for the hazards in the road, follow the rules, and trust that if they do so they’ll be relatively safe.

We treat the other drivers on the road with some modicum of courtesy (usually). We do so without knowing them or often without even looking too closely to see who they are. Students need to learn to take a similar approach to the internet. They should learn to recognize and appreciate the other “drivers” on the web as fellow human beings, and act with the same level of courtesy and kindness that they would expect. They should learn that there are negative consequences when they make mistakes and that they will be held responsible for their actions. However, at the end of the day, we should trust them enough to give them the keys and let them take the net for a spin on their own.

Change is Inevitable, We Can Avoid the Valley of Despair

Today I had the pleasure of hearing  Howard Teibel (@HowardTeibel) speak about embracing and reaction to change. Throughout his speech he used the idea of “technology” as a catchall to represent all of the “changes” that schools would face in the future. Many of those in attendance were concerned about the implications of increasing access to technology, and he used this image to present how organizations deal with any change, technological or otherwise:

The stages of dealing with change.
The stages of dealing with change.

Mr. Teibel’s chart captures the fact that when we fail to educate those around us, the natural trajectory of change leads to what he calls the “Valley of Despair.” When students and faculty feel inadequately prepared for new initiatives it is easy to feel confused, misled, and even angry. Changes need to be introduced gradually, with an end in mind, and with the concession that it is impossible to reach unanimity on any planned decision.

Mr. Teibel then referred to concept I was less familiar with, Claes Janssen‘s Four Rooms of Change:

CONTENTMENTAdjustment. My present situation feels good enough as it is. Relaxed, effortless self-control, as when riding a bicycle. Attention focused on the here & now, no marked self-reflection. »I am OK, you are OK«. Feeling »average« in the sense of not special. Being there.
RENEWALCreative change. Integration. A sense of »getting it all together«. Insights, aha-experiences. Feelings freely felt and expressed. Intense experience of the here & now, with self-reflection: I participate and observe that I am participating. Strong feelings of community. Self-confidence. Energy. Radical ideas, a desire to make things happen.
DENIALPseudo-adjustment. Self-discipline with focus on completing a certain task or defending a certain pattern or status quo. No clear feelings. I am in control but uptight. The here & now (if experienced at all) feels empty and mechanical. Irritation. Attention concentrated on the task felt to be necessary, on the rules and/or my image in others’ eyes, on not to lose face, on tactical considerations, etc.
CONFUSIONMaladjustment. Something is or feels wrong here & now, but I do not know what, or what to do to make things right. Tense, negative self- consciousness with feelings of inferiority and doubts; »self-centred«. Chaos. Dialectical YES/NO-conflicts within and/or without. Feelings in a clinch. A sense of unreality.

Before changes come about, many will start in the room of contentment. People grow accustomed to the status quo, and accept things as they are. They are either happy with the way things work, or they are hesitant to redefine their roles. When change is first introduced many people head into the room of denial. Denial is not necessarily a bad place. In addition to serving as a defense-mechanism it can help us define our priorities (Dezieck). If, for instance, a school is preparing to adopt a 1-to-1 program, many teachers may immediately step into this room. Their hesitancy will be based on many concerns such as the proper role of technology in education, the pervasiveness of technology in our lives, and the adequacy of technical training for faculty and students, all of which are legitimate concerns.

Any new technology adoption needs to be driven by pedagogical concerns and directly tied to an institution’s vision. Technology is not a cure in and of itself. The effectiveness of any technological tool is a product of its necessity, community buy in, professional development support, and the relationship of the tool to their institutions objectives.  

The key at the denial stage is for us to help faculty and students transition to the confusion room. In many ways,  a state of confusion is the most powerful place to start any journey of learning or growth. Once we reach this place of cognitive dissonance we have the ability to challenge and refine the beliefs previously held. When things are too comfortable it is nearly impossible to learn, and certainly highly difficult to process change. This key stage is pivotal, because while the door from denial to confusion is unlocked, it is not wide open. People need to have time, support, and patience before they can open the door and leave one room for another. They need to open this door on their own. Change does not, and should not, happen overnight. It also is very difficult to sustain if people are not allowed to call it into question. If the intention of any technological change is ultimately adoption, it is going to take some time.

The final stage is renewal. This stage is highly metacognitive. At this point the changes have been fully adopted and people are comfortable enough to reflect back on the process that led to this stage. When people look back on the process they may begin to see new opportunities for change, or if they become complacent, they can reenter the first room again. It is important that we take the time to analyze the rationale behind any change, and that we work together to propose new, radical ideas after doing so.

All of this has led me to the idea that of the various ingredients that are added into the recipe of education, technology is perhaps the most seasonal one. The tools we have at our disposal seem to change each day, and each time a new communication or creation tool comes into use, new challenges arise. Tools come into and fall out of fashion at an astounding rate, and that is okay. As educators we need to accept this.

We need to be realistic and acknowledge that our students will have access to these tools whether we want them to or not. It is as important for our students to go through the stages of change as it is for us as educators. We need to have strategies for teaching students how to face these changes. We cannot focus on specific technologies, we need to be technology agnostic and teach our students how to live in a world that is constantly evolving. By recognizing that change is inevitable we can take a step back, slow down, and focus on the educational side that preempts any new tool, thus smoothing out the process of adoption. Ultimately, the key is that we avoid or minimize the “valley of despair” by preparing ourselves and our students for change.

New Faculty Lunch

Feeling appreciated and welcomed.
Feeling appreciated and welcomed.

We had our new faculty lunch today. It was awesome. I feel very lucky to go to work every day with such kind and talented people. I especially enjoyed our tour with Mark Terry, and the historical insights he provided. It’s always so interesting to see how the character of a building and a community can be tied together so closely.

Why I like using Clarify to create documentation

A couple of years ago I stumbled onto an app that revolutionized how I used screenshots. At the time, I was running a 1-to-1 laptop program that had several hundred machines, over fifty faculty members, and numerous parents and community members coming to me for help. I was constantly repeating instructions, like how to log in to specific sites or perform simple steps over and over again. Rather than bang my head against the wall, I turned to Twitter.

I sent out a couple of questions to my PLN and someone recommended that I try ScreenSteps (@screensteps). It worked out pretty great. I was able to send out documentation to students, faculty and parents to explain things like checking grades, how to contact teachers, and navigating our LMS. Everyone was happy and my life was a lot easier.

Two years ago I returned to the classroom. I was still working in a 1-to-1 environment and I found myself in a similar predicament. When students were exploring new technology they would run into various roadblocks. If I was leading a demonstration it would be hard for students to keep up, or if they were advanced they’d get bored and try to move ahead. I needed a simple system for creating documents that could help guide my students when they got stuck.

Enter Clarify (@clarifyapp). Clarify is essentially a pared down version of ScreenSteps, but it has many of the same awesome features:

  • You can create easy-to-follow tutorials and post them directly to the web, your blog, etc.
  • It simplifies the screen capturing and editing process
  • You can edit uploaded “Clarify-cations” and keep the same link so

Most of all, it is a simple program that works on both PCs and Macs. Let’s say you want to show people some of the great features in Office 365. You can send your users directly to the tutorial hosted on Clarify’s servers, create a PDF, or even embed the content easily on your site:


Accessing Office 365 Tools

Once your are signed in to Office 365 you will see a toolbar across the top of you screen. If you need help signing in, click here.

Overview of the tools

  1. Outlook – This is where you view your email online
  2. Calendar – This is where you view your online calendar
  3. People – This is where you view your contacts
  4. Newsfeed – This is where you can view/start online conversations
  5. OneDrive – This is where you store and access your files
  6. Sites – This is where you can view/create Sharepoint Sites (you can make websites here!)
Overview of the tools


The online version of Outlook has most of the features you are familiar with from the Outlook application on your computer. You can view this any device that is connected to the internet.



This calendar will also look familiar if you used Outlook in the past. To create a new appointment or meeting click on “New Event.”



You can see all of your contacts under “People.” If you are looking for someone use the “search People” window.



On the newsfeed you can start or view conversations that have been shared with you. If you have created a site for your course or followed a group, you can specify who has permission to view your conversation.



This is one of the most useful features in Office 365. You can store/share your documents easily. Also, you have 1TB of storage!



This feature replaces Sharepoint. It lets you create sites for collaborating or organizing your files.


Overall, I really have enjoyed using this app. I think it’s great for many scenarios, especially when you want to hand out a hard-copy of instruction for students to refer back to. Some of the uses I’ve found for Clarify are:

  1. To create support documentation for faculty, students, and parents
  2. To create a reference sheet for a specific lesson. I once was teaching students how to use Microsoft MovieMaker for the first time. I found that students were having trouble navigating the ribbon at the top of the window so I made this cheat sheet for them. It made my life so much easier!
  3. To create an outline of a lesson. Last year I taught an intro lesson on Code.org for a seventh grade math class. I wasn’t sure what the student’s levels were so I wanted a document that would serve as a guide for all the numerous steps, sign ins, etc. that they’d need to complete in order to complete the lesson. I whipped this up the night before and the class was nothing but smooth sailing.

I also think that Clarify would be a great tool for leading flipped classes, but I haven’t had the chance to experiment with that yet.  At the end of the day, I’m very happy with Clarify. While it doesn’t fully replace the need for screen-casting software, I’ve found many times where it was far better for my needs.

How are you using Clarify? If not, what do you use instead?

Updating a Lab



It’s that time of year. Schools all around the world are either deploying new equipment or have recently done so. I just wanted to take a second to acknowledge all of the hard work that goes into disassembling, cleaning, assembling, wiping, imaging and configuring all the computers that we educators depend on.

Every time I see a pile of machines I have flashbacks to my first year running a 1-to-1 program. I didn’t know what I was doing, but I knew that I had to image 250 machines ASAP. I spent a lot of time figuring things out and eventually built an unattended install using a bunch of USB drives and my imagination. It’s always a pleasure to see real pros using System Center to make this task look a lot easier.

Thanks to Greg, Danny, and the whole IT Team at NWS for making things run smoothly!