Student Helpdesk - Growing Gains

Early last year I was inspired by Burlington High School and their amazing student helpdesk program. Many years ago, the school I now call home, had a student helpdesk, but the program faded as our last graduate of the program became a school employee. Now, with inspiration from Burlington, I have set out on an adventure to start up a new student helpdesk at my school. The result? The Ashland High School Student Technology Assist Team (S.T.A.T.) So far, it is a resounding success. 

Our steps to success began around the middle of last school year when I wrote down my ideas and shared them with a few stakeholders.

1. Develop a solid plan that demonstrated a purpose not only for the school, but also for the students
2. Create a needs list and apply for grants to help fund those needs
3. Recruit students to participate in the program
4. Develop a real curriculum so that learning is not solely dependent upon broken computers

The results to date are as good as I could have hoped for and maybe a step better. While at times I feel that managing the student helpdesk course adds a little more chaos to my schedule, I can already feel the results are benefiting the students and the school in ways I could only imagine six months ago. 

Results

1. Students are actively engaged in troubleshooting technical issues on a daily basis and growing their own set of technical skills
2. Students are working on writing skills for two different blogs for the course (one of which will be public within the next few weeks)
3. Students are helping other students and teachers make better use of their time in school
4. Students are coming back for more, often forgoing their studies to be working on the helpdesk!

The Program

• Currently there are 13 students in the program who were each chosen and/or vetted
• Two to three students work the helpdesk each period of the day 
• Students are also expected to do a significant amount of writing for this course. This includes blog posts on how-to, product reviews, product comparisons, and personal reflections.
• Students are becoming familiar with multiple platforms and devices. Having received over $5000 in grants from our local education foundation and the BAA, we have created a collection of tools that allow the students to work efficiently and that help mimic what they expect to see in the field. Devices we currently own include: iPad, iPod touch, Nexus 7, iMac, HP laptop, Chromebook, and a MacBook Air.
• Students are expected to study a programming language of their choice. This independent study portion of the program will culminate in a presentation to the other team members and key stakeholders in the program at the end of each semester.

Today marks our fourteenth day of classes. The students are already running the helpdesk with efficiency in turn-around time, and they are creating the team feeling I was imagining months ago. Students stop by during studies just to see if there is more they can do, and often I have to kick them out so they get to their next class on time.

While it is still early in our school year, I am optimistic that the abilities of my students will continue to grow as they are challenged by the troubleshooting tasks as well as the projects they take on as part of this course. I expect there will be bumps along the way and look forward to seeing the program grow as we consider a possible 1:1 implementation in the future.

If you are considering a student helpdesk in your school, or simply have questions, please leave comments below or contact me directly via Twitter or email.

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Chad McGowan is a high school technology teacher and professional development specialist in educational technology. Over the past 16 years, Chad has taught a variety of math and computer courses for grades 7-12. Since 2000, Chad has been guiding other professionals, pre-k-12, in educational technology. Follow Chad on Twitter @ahstechteacher, chadkm@gmail.com, and through this blog.

Wiki or Website: Clarifying for Teachers

Many years ago, when the World Wide Web was still a toddler, the wiki was invented. What set the wiki website apart from other websites, was the intended use of the site. It was meant to be collaborative. In this case a programmer named Ward Cunningham wanted to create a space where programmers of a certain language could share their ideas and work together. He coined the term 'wiki' and the rest is history. (source)

It wasn't until several years later that the world's most popular wiki, Wikipedia, would be born. Wikipedia put wikis on the map. However, while many people understand the general concept, there can still be confusion about what a wiki is and how it differs from just having a website. Why is there such confusion? Quite possibly it is that the end result of a true wiki will be the appearance of a website that just looks like content. Another leading reason may be that tools such as Wikispaces and Google Sites allow people to create and manage their website on their own or collaboratively and the name doesn't actually matter. In other words, the term is being used, but the definition, and purpose behind the wiki is not being fully realized. For teachers going through professional development, you may run into this dilemma yourself. 

How do you know if you are creating a wiki or a general website? First, ask yourself these questions. The answers will, in most cases, clarify what you are doing and then we can help you get to what you want to be doing.

1. Is the website content created, maintained, edited and managed strictly by the teacher?

If 'yes', then you have a general website. There is nothing wrong with this and it is the most popular form of website on the Internet, especially for classroom teachers. Even if you have used a tool called wiki-something, that alone doesn't make your website a wiki. Even if you had students create accounts to access your website, that does not make it a wiki. Keep going...

2. Is the website content created, maintained, and edited by the teacher, but allows students to click through to interactive websites?

This is still a general website. Providing easy access for students to interact with other websites' content is a good step forward in how you are taking advantage of the Internet, but your website does not yet have the features of a wiki.

3. Is the website content created, maintained, and edited by multiple teachers? There are two possibilities here.

A: The teachers are sharing responsibility for a classroom general website intended for student use. While this is demonstrating good collaboration between professionals, the full intent for a wiki may not be realized here. 

B: The teachers are creating a resource in which they share curriculum, best practices, project ideas, and more. The goal is for the teachers to collaborate and to become better at teaching. This is not a site intended for student use. It is an example of wiki! 

4. Is the website content created, maintained, and edited by teachers and students? Two possibilities:

 A: The teacher is providing a website with some interactive space in the website. This could be a blog, student discussion spaces, or other specifically purposed pages for students to edit. This is close to a wiki. In the true sense, it is not open to the extent of a wiki (for example, the teacher content pages may not be open for student editing), but it is providing a clear interactive platform for students and teachers. For those diving into wikis for the first time, this might be the perfect place to start.

B: The teacher is providing a website space in which students are equal partners in developing and editing content placed throughout the website. Perhaps it is a study guide for a semester of calculus, or perhaps it place to aggregate resources for reading 1984. Whatever the purpose of the collaboration, the end result is a true wiki. Certainly, some level of control can be maintained by the owner of the site, but giving as much openness as possible, encourages the full participation in site management by students and teachers alike.

So, what do you want? What will it take for you to get there? In today's age of content consumption and creation, it is important to look for ways to encourage students to be creators. Even if the purpose of a wiki for your classroom eludes you, bring the quest to your students, find out what they think. The next time you are on another educational website that appears to be managed by a teacher, ask yourself it is actually being managed by just one teacher, or perhaps by several, or even a classroom of students.

From Google:

wi·ki  

/ˈwikē/

Noun A Web site developed collaboratively by a community of users, allowing any user to add and edit content.

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Chad McGowan is a high school technology teacher and professional development specialist in educational technology. Over the past 16 years, Chad has taught a variety of math and computer courses for grades 7-12. Since 2000, Chad has been guiding other professionals, pre-k-12, in educational technology. Follow Chad on Twitter @ahstechteacher and through this blog.

Hosting HTML, CSS, and Flash websites in Google Drive

Earlier this year I discovered a hidden gem in Google Drive. Using a few steps, it is now possible to host a website within Google Drive. As a web design teacher, this is a great feature for my students. Now, with Google Drive, students can upload completed products and provide a link for their live website to anyone. And, using a tool like gdriv.es, they can create a website alias that is easy to share.

So far we have found that this service works best with HTML and CSS pages. It can also work with embedded javascript, though we occasionally have some problems when trying to use tools such as jquery. One feature I love is that it can store and properly load Flash files. A free host for Flash! Bonus!! Just follow the steps below...

Educator Evaluation Evidence Collection & Google Drive

Though this post refers to a program in Massachusetts, the evidence collection method outlined will likely be pertinent to many school districts across the country in the coming years.

In 2012, as part of Race to the Top, my school district in Ashland, Massachusetts was one of a handful chosen to pilot the new educator evaluation system devised by the Massachusetts Department of Elementary and Secondary Education (DESE). As a pilot school we had the opportunity to be at the forefront of this new venture. My colleague, Scott Smith, and I spent a significant amount of time this past fall and spring working on our digital solution for one of the key components of the new evaluation tool: collecting evidence (aka - artifacts). We also employed support from our IT department to work out some kinks. Below are three things for you to learn from our experience:

• The easy stuff
• The tough lessons
• An outline of our process

Rejection: The First Step to Success

Get ready to make a difference.

I want to challenge you to find a request that will result in a no. I want you to find a request that is valuable to you, that you think would make a difference if it was a yes, but you are certain would be a no. How far do you have to reach to get to that question? Does the idea of actually making the ask strike a little fear in you?

How certain are you that your request would make a difference in the world? Do you have evidence to support your assertions? Now, here is the challenge... go to the first person that would have to approve your request and make the ask. Go now, before it’s too late. This article will be here when you get back.

Practicing What I Preach

Originally published in my 21st Century Classroom Blog on 3/17/13

Teaching other educational professionals how to use technology tools is actually a bit daunting. With the rapid change of technology and how educators across the globe are integrating technology, the role of being the technology instructor, or integration specialist is about staying current, flexible, and participatory. In some regards I am a preacher, and in order to have a meaningful connection with my 'students', I need to know what I'm talking about.

Professional Development using Schoology

Last year I wrote an article about using Edmodo for professional development. It was well received and continues to be well read. As the times continue to change and the technology at my fingertips gets stronger, my choices in technology continue to evolve. This past Fall I piloted Schoology and then fully adopted it for my high school classes in January. Now I am doing the same for my professional development courses.

Two weeks ago I began teaching my second PD course via Schoology. As with my high school courses, I am thoroughly sold on the quality and value of using Schoology. Three important factors in delivering quality online professional development have led me to share my interest in Schoology: seamless communication between participants and the instructor; participants can easily find materials provided; the instructor can provide quality, timely feedback to help participants understand their progress.

Schoology and Edmodo Part 2

In the first post on free blended learning platforms, I focused on the value of a quality Discussion tool within the platform (read that post here!). This week I will breakdown the features that help organize the online learning environment.

Managing a hybrid/blended course is relatively straightforward when your content is kept to a minimum. Do you just want to post homework? How about weekly discussions? Interested in posting only assignments? What if you want to collect assignments? What if you are aiming for a paperless classroom? All of these and more can be managed with the free classroom management tools Schoology and Edmodo.

Free Blended Learning: Edmodo & Schoology Part 1

This Fall I began a pilot using Schoology with one of my five classes. The other four classes are using Edmodo, which I have been using for the past three years. These two platforms are provided free of charge and provide free apps for iOS and Android. At first glance, the features of the two programs are very similar and, without running a pilot, I would not be able to truly appreciate the differences.

 

The Five Twits of Twitter. Which one are you?

The Five Twits (Twitter users) in the known universe, in no particular order.

1. Consumer

A Consumer is a quiet user of Twitter. Following lots of tweeters, or just a few prolific ones. The Consumer takes in every tweet like she is reading a story. Perhaps she is. This Twit is not out to make a mark on Twitter, and may be in the early stages of learning what Twitter is all about.

Why The 1:1 Debate is a False One

The computer revolution has slowly reshaped the landscape of education. In my personal experience it started with Apple IIe's in my middle school. It was the mid 80s and we were taught some basic programming. It was not an effective use of technology, but it was the first trend. The third trend is the move to one to one learning. From where I sit, this is not a fad any more.

iPad Presentations - The perfect answer(s)

Creating presentations with the iPad in ways that are educationally sound and that can easily be shared with a broader audience, requires a little bit of a thoughtful approach. While there are always more ways to do things, this post presents the most common and comprehensive options including tips on sharing, exporting and more. In this post I explore 3 formats and highlight several apps for each:

• Whiteboard Apps
• Slideshows
• Video Productions
• Special Mentions

PARCC - Common Core Test Will Require Students on Computers

Beginning in 2014-2015, there will be 23 states adopting the new, Common Core driven, PARCC standardized assessment. While the Common Core has been adopted in 45 states and the replacement of current high stakes tests with this new multi-state tool are common knowledge, there are some things that are not common knowledge.

As of December 2012, the expectations of PARCC will be that all students are taking the exam on a computer device with few exceptions. This is a quote directly from their technology FAQ:

Twitter is 4 U! Here is How

The question in this post is how do you find success using Twitter? How do you get in the game? While you will find lots of writing out there on how to be successful in social media, I am going to tell you the simple secret to Twitter success in two rules.

Fantasy Teaching - A Real Sport - A real Twitter chat

Today I participated in perhaps the most amazing chat I've been part of on Twitter: Fantasy Teaching (#fantasyteaching - hashtag creator? Josh Stumpenhorst @stumpteacher). This spontaneously started hashtag was created out of a conversation I had no part in and quickly developed as a discussion around creating a fantasy team of teachers. What would you look for? How would you score it?

Educational Tablet Decisions

With so many tablets on the market, it is important that educational institutions make decisions that are sound educationally and financially. What can they do? What do we want them for? The evidence is pretty clear that just choosing a cheaper tablet to save money is not a good plan. Instead we need to weigh functionality, apps, cost, support, and other decisions important to your organization. Through my own experiences and extensive online research, I have put together this guide. The final decision will be yours. While there are several tablets on the market, this post will focus on what are widely considered to be the best options as of today.

iPad: A Creative App Combo for Learning

Using iPads with students? Consider this... If you do nothing else with your iPads, may I suggest Explain Everything and iMovie (or similar apps).

Let me explain...

iMovie ($5.99) is the classic, intuitive editor by Apple. In the iPad form it allows for bringing together multiple video clips created on the iPad along with:

• Microphone input (narration, sound FX, original music recordings, etc.)
• Video recording (talk to your audience directly, record a skit, record anything!)
• Insert photos
• Insert sounds
• Add text to any of the above
• Add transitions to make it all smooth
• Export the final product as a self-contained video and upload or email it

Explain Everything ($2.99) is a whiteboard app, and what I would consider the best on the market to date. While similar apps are free, this one may offer enough options to make it worth your venture. Highlights include (features set for upcoming December release are in green):

• Record a video presentation one slide at a time
• Insert photos, drawings and images from any of several sources
• Insert a movie (to create a commentary and mark up with drawings)
• Timeline editor
• Download final product as a movie (then import to iMovie for further editing)
• Use a 'laser' pointer
• Export individual screen shots as images or PDF
• Connect with Dropbox, Evernote, Box, Drive, and many other apps
• And so many more features

(jump to about 1:30 to start seeing a demonstration of the features)

These two tools should be in the hands of students (and teachers) at all ages. They should be helping students harness their intrinsic motivation to learn and show-off what they know. Students engaged in this type of learning are going well beyond consumption. They are synthesizing knowledge, creating, developing 21st century skills, and most importantly, they are engaged in their education.

So what could you do with these tools? (enter raffle for free EE Compressor or EE)

• Keep it simple and explain how to do something, math, science, etc
• Use a map image and create a photo tour in history or literature
• Create a video presentation with questions left open ended for audience interaction
• Book reports
• Flipped lessons
• Students can film and analyze each other doing tasks
• Create and edit skits
• Whatever your heart desires

As I prepared to demonstrate these tools to a class of 8-10 year olds, I tested the process on my daughter. It was clearly one of the most challenging things I had ever asked her to do on the iPad. This was not a simple, press a button to get positive feedback type of adventure. At first, she struggled to make the transition into this type of creating.

Even though she was frustrated, she was fully engaged. She had no interest in stopping. After helping her through a slide, she then made a second slide all on her own. These slides are not like PowerPoint or Keynote. They are dynamic. She is creating an experience for herself and for those she shares with. We stopped after two slides (though she is ready to do more!) Then I helped her move the outputted movies into iMovie for some light touchup and to add a couple of sound effects (she loves this part :) and then sent it to YouTube.

What excites me is not what she and I created, it is the thought of what teachers and students around the world will create when these tools are in their hands. If you are one of these teachers, please give this a try and let me know what you create! Post links and comments in the comment section so others can gain from your experience.

 iMovie - $4.99

 Explain Everything - $2.99

 Compressor for Explain Everything - $14.99 (helps compress movies via Mac)

Win your own copy of Explain Everything or Compressor for Explain Everything! Enter here. (Generously provided by the makers of Explain Everything.)

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Chad McGowan is a high school technology teacher and professional development specialist in technology. Over the past 16 years, Chad has taught a variety of math and computer course from 7-12. Since 2000, Chad has been guiding other professionals in technology by staying current and learning from those around him. Follow Chad on Twitter @ahstechteacher and through this blog.

iPads: How Young is too Young?

During the day I help others integrate technology in classes from pre-k to 12. At night, I parent a 10 and 7 year old with very little media integration taking place. I love technology and do believe it can have a profound influence on the quality of education when properly implemented. I also believe that as a parent, I have an obligation to help my children learn how to consume in moderation. After spending two long days in a wonderful iPad conference recently (edTechTeacher iPad Summit), I was left with this question (among others): How young is too young for iPads?

The three part answer:

• Age 2 and Under
• Engaging with proper guidance and well designed implementation
• Managing the time kids spend on devices

1. Under two years, screen time is detrimental. End of story

I know kids under age two can do fun and sometimes amazing things with these intuitive devices, yet there are no known long-term benefits from this opportunity, only known detriments. The American Academy of Pediatrics (aap.org) has long held that media input is detrimental to infants and toddlers to age two. They have recently reaffirmed their position(Washington Post, 2011), and still, parents plug kids in, turn a blind eye, or simply don't know the research. I'm going to err on the side of caution here. While my own children were rare screeners at this age, the TV was never used as a device to entertain them and their interaction with computers and other devices started at a later age.

2. With proper supervision and well designed implementation, iPads are powerful tools

As children get older and they begin to use the devices in controlled circumstances, the benefits can be seen. What we need to ask ourselves is whether we are engaging the kids in meaningful activities with proper guidance, or are we simply pacifying them with media consumption. Kids learn by doing. They can get amazing opportunities from educational situations that parents and educators shape to build creativity, and higher order thinking skills utilizing the iPad. Using apps that encourage drawing, painting, building, and using photos and videos to digitally tell stories, kids can get the best the iPad has to offer at any age. There is also evidence that suggests iPads in kindergarten classes can improve literacy test scores (Center for Digital Education, Feb 2012).

There are several people who believe the iPad should not be used at this age. There are concerns about technology addiction and replacing real-life playing experiences with devices (Center for Digital Education, June 2012.) These concerns appear to be legitimate and until further scientific studies are done, we won't have evidence on way or the other. Until then, it is becoming increasingly clear that iPads and similar devices are invading classrooms at all ages in growing numbers. Learning is a process at its best in creativity, not consumption. The following video, from Park Tudor School, highlights a great example of what is happening in iPad deployments across the globe.

3. Kids, like adults, only have so many hours in their days

In addition to the quality of iPad integration, educators and parents should consider the time-on-device. Time-on-device is in significant need of management. Reasons to manage time on the iPad are various.  One key reason is that life has so much more to offer than screen time. As parents with so much to do, it is way too easy to give over to kids who want "twenty more minutes", or even unlimited time with the devices. Kids learn by playing, in the real world. I'm not a fatalist, but I do believe in slippery slopes. I believe in the power of playing outside, the power of building with cardboard, wood, and legos. I believe the benefits of being active and well rounded will be hard to see when our children are four or five years old. As they grow beyond these ages though, the habits they develop in childhood will linger. It will be more and more difficult to change those paths the older kids get. While some children will be easily able to give up the device when it is time to do something else, others will fall too far in, getting a hit of dopamine, making giving up the iPad a painful battle for parent and child (Wall Street Journal, 2012). Since our children only have so many hours in their childhood, my final words of advice would be, fill them with experiences vast and deep, everyday, and leave the iPad to specific, well designed tasks.

Resources

AAP Reaffirms no Screen Time for Young Children Even Though Few Parents Listen; Washington Post; Oct 18, 2011

iPad Kindergarten Research Starts Turning up Results; Center for Digital Educaiton; Feb 2, 2012

Learning and Creating with iPads in Kindergarten; Park Tudor School; Indianapolis, IN; July 31, 2012

Should Kindergartners use iPads in the Classroom?; Center for Digital Education; June, 2012

What Happens When Toddlers Zone Out on the iPad; Wall Street Journal; May 22, 2012 

Credit

All photos and screenshots are the property of Chad McGowan, with the exception of the video screen shot for Learning and Creating with iPads in Kindergarten.

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Chad McGowan is a high school technology teacher and professional development specialist in technology. Over the past 16 years, Chad has taught a variety of math and computer course from 7-12. Since 2000, Chad has been guiding other professionals in technology by staying current and learning from those around him. Follow Chad on Twitter @ahstechteacher and through this blog.

iPad Summit: Your Take Away

On two cold New England days, the first edTechTeacher iPad Summit USA was held in the middle of Boston. Inside the conference center, 400 educators from all over the globe gathered to share best practices, battle scars, and a vision for the future.

This vision for the future was not a vision of what education could be like twenty, ten, or even five years from now, it was a vision of what education would look like today and tomorrow. It was a vision we could only imagine five years ago. This vision is coming true today because of the revolution brought on in education by the arrival of iPads and other quality touch devices. What we had dreamed of for years in Star Trek, Ender's game, and other visions of the future has come to life in our lifetime. No longer science fiction, it is science fact and educational experience.

Were you there? Did you follow activity online at the #ettipad hashtag? Have you taken a look at the website and speaker materials? If not, I highly encourage you to do so!

An extremely quick after-summit survey for all (even if you followed online!)...

Now is your chance to ask yourself, what did I learn by listening to those who were traveling along the new frontier? (Participate: Survey / Results)

Here are ten things that come to my mind in no particular order...

• When properly employed, iPads absolutely can revolutionize education.
• When improperly employed, iPads could hinder what educators are trying to do.
• No integration model fits every situation.
• iPads allow students to more effectively access higher order thinking skills.
• The iPad is a tool. In students hands it can be as seamless as paper and pen.
• Classrooms still need teachers. Teachers still need to teach.
• Parents need to be part of the process. They need to be educated and they need to be empowered.
• Kids can do so much more than we give them credit for.
• Private schools are significantly outnumbering public schools on the iPad journey.
• Without a proper plan, iPad implementation will fall apart.

I'm looking forward to learning more, bringing best practices to my school district and beyond. Thank you to every keynote and presenter! You make a difference in the world because you care enough to share.

iPad Summit Day 1 top 10

Recently I have been on a professional development roll. From attending to delivering, this year is shaping up to be a non-stop drag race to the finish line. This weeks travels take me to the first ever EdTechTeacher iPad Summit USA. With a norEaster rolling through New England, several hundred visitors from across the country made it to Boston for this two+ day event. I missed the pre-conference fun, but wanted to share some great insights from my experience of day 1.

My top 10 of day 1

10. Tech breakdowns. Don't get me wrong, these aren't moments of joy, but satisfaction. If a professionally run, Harvard hosted, tech summit can have techy glitch moments (and talk about them openly in their sessions) then so can the rest of us!

9. Meeting people facing the same challenges from every corner of this country and beyond. San Francisco,  Canada, Cleveland, Cambridge, and those were just the people I bothered to ask.

8. iDiary - While I saw plenty of apps, this one was one of the best creation tools I saw today that was geared to the lower elementary group. As a father of, and a provider of PD to teachers of this segment, it was nice to come across this tool today.

7. Something I heard today that sums up the difference between iPads (or similar) and more traditional hardware: "iPads get technology out of the way."

6. Having a realization: The last time there was a revolution of this magnitude in education was probably when Apples were first brought into schools, or maybe back to calculators. Not only is this revolution bigger, it is more impactful, more widely adopted, and it is happening much more rapidly. Tablets in the hands of millions of students is occurring in the educational equivalent of the blink of an eye. And we are all going to better for it.

5. Brushes - With some art study, an animation course in my daily routine, and as the liaison for my high school art department, finding a new art app was a little appealing. I was not amazed by the ability to draw on an iPad, I just appreciated the simplicity, the price, and the ability to watch the development of the piece of art as an animation when done. Not convinced you can make art on the iPad, watch this.

4. In a day of innovative ideas, this non-tech one stood out to me: Why not get rid of AP courses and develop our own rigorous Advanced Topics Curriculums and get away from standardized testing that is not helping to develop critical thinking skills. Imagine the freedom this could create! Shared by the AM keynote, Tony Wagner (@drtonywagner), author of "Creating Innovators" - watch the book trailer

3. A presentation by Vince Delisi (@ipadvince) on iPads in project based units. From week long field trips journaled in Notability, to urban planning with SimCity, Vince covered a lot of ground in a small amount of time. For me, this is valuable use of my time.

2. Session with Beth Holland (@brholland) on how we don't all have to agree on a 'Best' tool, and that every situation may result in a best tool of its own. "It's not about which one, it's about which one When, and Why, and How."

1. After lunch keynote with Greg Kulowiec (@gregkulowiec). He spoke to the heart of the matter: The iPad is just another tool at the end of the day. In the right hands, it blends seamlessly into the environment.

I also wanted to give a little honorable mention to the staff at the center today. Food moved in and out seamlessly, the place was cleaned constantly and their were unlimited cookies to end my day :)

That's all for day one. Follow me, Chad McGowan, on Twitter @ahstechteacher and follow the summit at #ettipad to see what happens on day 2 or to read through the archive after the event.