Campfire Session — Workspace Management

Essential workspace management for Flint administrators, including term setup, SIS/LMS integration, and administrative configurations for seamless school launches.

Lulu Gao, Head of Teacher Experience at Flint | LinkedIn

With the school year approaching, this session covered the essential administrative setup that will make your Flint workspace run smoothly for the start of school. Administrators learned how to manage and update workspace terms, import users through SIS and LMS systems, and configure critical settings like mission and background statements and self-harm moderators. These behind-the-scenes configurations ensure students and teachers can access and use Flint seamlessly when the school year begins.

​In this live session, our team shared:

1. LMS/SIS imports and the different roles in Flint
2. How to create a new term
3. Workspace/groups settings and analytics

Slides from the presentation can be found here.

Got more questions, comments, or feedback for this topic? Feel free to raise them within the Flint Community.

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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.