Saturday, April 08, 2017

Using Blog Tools Since 2006

Recently I asked my graduate students to share their experience with digital portfolios. I would have to say that my experience started in the late 90's when we first learned how to publish on the web using HTML and FTP, but in 2006 when I discovered blogging tools I quickly knew that a new digital portfolio platform had been born.
My  love for blogging tools as a digital platform started back in 1999 when my students started exploring digital tools to keep track of their learning using tools like Live Journal and Xanga.  We (my students and I) loved exploring  new tools.  We had been using web design tools to document our learning and create web sites about our community for a few years.  I remember one student claiming that she could FTP in her sleep!  

With the introduction of blog platform tools like Live Journal and Xanga came an ease of use for adding chronological entries and publishing them on line   that lent itself to journaling. While my students were finding ways to use these tools for their personal journals using LIVEJOURNAL.  I immediately thought of the various ways this could support learning.   
We used Xanga to document our progress on group projects and set goals for each day.  I must admit that I had to ‘nag’ a bit to get them to  close up shop 5 minutes before the end of the class to update their progress on our project blog.  It was more of a project management tool at first.  

Then in 2001, I took on a teaching assignment that took me off campus for a year to work on professional development as a lead teacher.  The teacher who took over my job was new to teaching and a little unsure how to handle the independent study classes that my advanced students were scheduled for.  I offered to mentor their independent projects from the road.  The blog platform and the routines we had for using them made this possible.  The relationship we had built over the years also helped!  We also scheduled some synchronous chat times.  

CC Wikipedia
It was during one of those early morning chat times (around 9 a.m.) that the phone rang. I answered the phone to learn that the a plane had just flown into the World Trade Center. I turned to my computer and entered  the following into the open chat window .. “Turn on the classroom TV”.  
(Each classroom had a TV with Cable News available).  While someone turned on the TV in the classroom, others were looking for news online.  One website after another stopped responding from overload. Eventually some web masters figured out that if they shut off pictures they could better serve the demands on their sites and keep providing updates. My students and I would update each other via chat as we discovered updates on those sites… soon the chat window went quiet.  I looked at the time and realized the bell had rung and they were off to their next class.

That night each of their blogs contained so much more than progress reports. They contained reflections!  It was  early in the school year and I had not taught them how to add images yet (which actually required some technical skills back then) -- that day ONE young lady’s blog was filled with pictures she found online  and one line  “Words Cannot Describe”.  She was not one of my most tech savvy students,  but that day she was motivated to figure out how to reflect in a way that was important to her.

I really do believe that blog platforms create new ways of doing things that were previously not possible.  Ruben Putendera would call that TRANSFORMATIVE on the SAMR Scale.

As more and more people started using BLOGS to express opinions,  I started to think of a Blog Platform as much more than a rant or opinion easily published online.  In 2005, I did my first Inquiry Action Project taking a look at the roles of blogging in education.   That year I presented  a session on blogging at VermontFest - our state ed tech conference.  I didn’t use PowerPoint as my platform-- I used a blog, of course.

In January 2006,  I decided it was time to transition my portfolio/web site to a blog format.

I remember noticing the blog tool - TYPEPAD after I saw Guy Kawaski pick TypePad to enter the world of blogging.

So instead of picking the free options available, I shelled out a few bucks and decided to get serious when transitioning my portfolio to a blog format.  

 I’ve been shelling out 4.95 a month for over 10 years to Typepad for my Learning With Lucie space and it feels like I can’t just stop with fear of losing years worth of reflection and documentation.

That same year I was even invited to join some amazing educators to contribute to a group blog called The Infinite Thinking Machine sponsored by Google and West-Ed.  
That experience transitioned me from using a blog platform for various educational purposed to actually writing regularly as a BLOGGER using BLOGGER!  It was a dream come true -- really it was.   Blogging made it possible for me to express myself to an authentic audience (the way I had dreamed about in high school when I wanted to write magazine articles for a living.)  

Fast forward over 10 years..  I still think that blogs are one of the most versatile tools around...  

and currently I’ve used Blogger as a  free tool for over 100 projects ranging from my own professional reflections to student mock portfolios. This post is the beginning of a short series that will share a few of my favorite tips for using Blogger as a digital portfolio. In the next post, I'll share how to use tags effectively to categorize post and to create additional pages on your blogs. In a few post we'll even learn how to change the landing page for blogger and to automatically sort all your post so they appear on individual pages on your digital portfolio. Stay tuned.

Thursday, March 02, 2017

Embracing Change

This week I am leading a dozen members of my Educational Technology Leadership class into a new venture for most -- participating in a Global Conversation about Innovation through the second #IMMOOC around George Couros' book Innovator Mindset. 

Since I've never lead anyone into anything I was not willing to do myself, I, too, will be participating as a member of the second #immooc.

This week we were given several prompts to consider in our weekly blog post;  I immediately gravitated towards this one -- 
“Change is an opportunity to do something amazing.”  
How are you embracing change to spur innovation in your own context?
The problem was not what to write-- but how to narrow down what I would write about!

Let me start by describing my "own context"!

Four years ago I gave up my apartment and moved into a 1983 Blue Bird Bus.
Sometimes I blog about our journey at

I knew that I could not leave my lifelong career as a K12 educator, my community,  my friends and family, and my home all at once, so I decided to leave my job ‘inside k12 education’ a year earlier and become a free-lance educator where I would continue to work with K12 from a different context.

It was scary!

But since that day, I have spent more time in more schools having more impact than I could have possibly imagined.

Every once in a while I ask myself -- What am I doing?
Every once in a while I have to explain to someone who thinks I’m retired and wonders why I’m spending so much time ‘working’.

And honestly I’m still on a personal inquiry asking
“How can I as a  sole practitioner leverage my ability to be nimble and  partner with others who have more resources and position to make collective impact?”

Along with teaching a graduate course (sometimes two) each semester at University of Vermont and Marlboro College on various  educational technology topics, I am constantly looking around for projects that fuel my passion.   I borrowed the word ‘freelance’  from my two sons who are freelance musicians.  I learned from them that freelance creatives do some things for free and some things for free.  The challenge is to find the right balance!  And the reward is that you get to choose how you use your time to make a difference in the world!

At a time when some schools are trying to figure out how to include Passion Projects in their classrooms for one hour a week based on a similar practice in business called 20% Time --   I am fortunate enough to have found a 100% Time career as a free lance educator.

For example  this month I’ve decided that I would challenge myself to a personal 30 day blogging challenge  than I’m calling March is for Making - where for the next 30 days I will post a blog post that inspires educators to try maker-centered learning.

Another example happened two summers ago when I I asked myself

What if rural communities had a chance to discover materials, tools, and processes for including creating and making in their own schools or in their community?

Within two months  I traded in my Honda Fitt for  E.M.M.A. - a mobile studio for creating and making to do just that.

Probably the hardest thing for me is to answer the question "so what is it exactly you do?"

Because honestly,  sometimes I have trouble remembering which projects I’ve got going on, and it’s always changing!   I try to keep an RSS feed live on the right side of this blog and try to post regular updates on a blog for each of my projects.

...and hopefully at least one of those projects is doing something amazing for someone somewhere!

“Change is an opportunity to do something amazing.”
      ~ George Couros

Saturday, February 04, 2017

Writing to each students and to each other! Relationship, Resiliency, Recognition!

This morning I read Bill Ferriter's post challenging his readers to start every faculty meeting writing to students .  In his post  Bill suggest

....starting every faculty meeting with the same agenda item:  Writing positive notes to two kids that are hand delivered the next morning. ....
Imagine a room full of teachers spending a few minutes together reflecting on the strengths of individual students.  Imagine a building where written expressions of gratitude became a norm instead of an exception to the rule.  Imagine the positive message sent about priorities when writing to kids was the first thing done whenever teachers gathered together.  And imagine the frame of mind teachers would be in for the rest of the faculty meeting or professional development session after thinking about the kids that they serve. 
And THEN imagine the joy that would ripple through your building on the morning after a faculty meeting or professional development session.   
Have 30 staff members?  Sixty students are going to start the next day with a tangible reminder that they ARE successful learners and that their teachers DO believe in them.  Wouldn’t that make your school a more joyful place?  Isn’t that what we mean when we talk about building a community of learners?  Aren’t kids more likely to respond to hand-written notes from the important adults in their lives than to the PBIS points and trinkets that you are currently giving to encourage positive behaviors in your school?1
Check out the rest of Bill’s post  for some great ideas of how to put this ‘intent’ into action!

This post started me down memory lane about a few similar ideas I’ve seen implemented by colleagues or participated in myself.

Write to your students!  Build relationship with students!

I remember my colleague Paul Pollard.  He use to print out two sets of mailing labels with the addresses of each of his students at the beginning of the year and keep them tucked in his plan book.  He also kept some postcards size cards handy and he would  write out a few cards at a time throughout the semester  and mail them out until until the labels were all gone.  That way he knew that each of his students got a personal postcard from him with some positive thoughts every semester.

Write to your colleagues! Build resiliency!

Another similar memory I had was the year that our principal Marge desGrosselier handed everyone orange index cards.  She held up a blue index card and 10 orange index cards at the beginning of the faculty meeting.  After sharing research that suggested that it takes 10 positive statements (orange cards)  to offset the feeling of 1 negative comment (blue cards).  She challenged us to fill each other’s mailboxes that year with orange cards.  It was super awesome all year to get an appreciative comment from a fellow staff member in my mailbox at unexpected times during the school year!  I believe that the theme for the school kickoff that year was resiliency - and the orange cards were a tangible ways for staff to help each other become more resilient.

Encourage students to write, too! Help them show appreciation and recognition.

Finally, I reminisced  about one of my favorite learning activities, each May.  Every time National Teacher Day approached, I took the opportunity to review letter writing formats and asked each student to write an appreciation letter to a teacher that had a positive impact on their lives. This was one assignment I loved correcting! Basically students revised it until it was mailable.  

Sometimes the letters were to someone in the same district and the letters went out via interoffice mail. Sometimes the letters were to someone the students had as teachers a decade ago or more.  I would do my best to help track the teacher down and mailed out every letter I could.  There were so many ‘wins’  to this activity from academic to socio-emotional.  And quite often I would have a student share in delight that they got a letter back!

Thanks Bill for a walk down memory lane!

Sunday, December 04, 2016

Using Google Tools to Personalize Learning #GoogleEduOnAir

Yesterday I had the absolute privilege to join thousands  of amazing educators learning and sharing their learning as part of the Google for Education on Air Event - If Takes A Teacher.

I learned so much from watching fellow educators share their insights into teaching and learning throughout the day.  I also learned preparing for my own session -
Personalized Learning With Google Tools.   
(Thank you,  Erica Zimmer (@NerdyMaestra) and Craig Lyndes for your help with this session)

Preparing for this session, gave me a chance to reflect back over the past 20 years - starting with the year 1996 - the year technology tools allowed us to personalize learning like never before.

Although the focus of the session was on Google tools  - I really wanted it to be grounded in the practice of personalized learning,  and I felt so fortunate to have spent my career teaching in a state whose conversations about personalized learning started long before GMail or Google Docs were in our toolboxes. (Gmail was introduced in 2004 and Google Docs in 2008)

I feel very fortunate to have been in some of those early conversations with Vermont educators like Lauren Parren and David Gibson who were leading the way creating tools for personalized learning.
(“The Personal Learning Planner: Collaboration through Online Learning and Publication,“Havelock, Gibson, Sherry, 2003)

I feel very fortunate to have been part of an educational landscape that in 2008 had a vision that personalized learning via flexible pathways should be an option for all our students (ACT 44)  and that in 2013 passed (Act 77) so that every student starting in grade 7 would have their own personalized learning plan and benefit from flexible pathways to graduation.

My 30 minute presentation during the 2016 Google Education on Air Conference was not enough time to tell the story of personalized learning,  but it did give me a chance to give a shoutout to my state for being a leader in the personalized learning movement.   

Those who know me probably are not surprised that I tried to squeeze in so many different ways that Google Tools could be  used to personalize learning in this short time slot!

And honestly,  all I could do was ‘touch’ on each of these ways VERY briefly--just enough to give participants the big picture that those of us with access to Google tools have so many opportunities to personalize learning in our digital toolbox.   

I tried to add links to resources and blog post that could provide more information when possible,  and promised to add new blog posts to flesh out the details outlined on some of the slides below.

So  in keeping with that promise -- this is the first of a series of blog posts on how to use each of the Google tools mentioned above to support personalized learning practice. Feel free to subscribe to this blog if you want to be notified of the next in the series.  I’ll tag the series with  #personalizelearning   and #googletools  and of course,


Disclaimer:  Of course a tool (or a law)  cannot personalize learning -- It Takes a Teacher!  
(but the right tools,  and a little push from our legislature can support those amazing teachers who are working everyday to implement a vision of personalized learning)

Wednesday, November 09, 2016

Bandwidth is like Air - Don't suffocate student learning opportunities

Yesterday I got a chance to read a response that Craig Lyndes provided to someone asking "What is the minimum bandwidth per student or device that we need to plan for?"

My reaction was ... THIS ADVICE is so SPOT on, it feels like a blog post.  Craig gave me permission to share this advice as a blog post.   Thank you Craig for sharing over 30 years of experience in educational technology and your relentless commitment to ACCESS!

At this point I think bandwidth is the air that our technology initiatives need to stay alive.  If we want teachers and students who are competent users of technology and we want the benefits that technology can bring to our students' learning we can't be suffocating them. 

You say you have a fiber connection so I assume you are capable of getting a Gig.  I would highly recommend doing that - remember that is what e-rate was meant for.  
If you had a room in your school with poor air circulation you would not spend huge sums of money designing and implementing a machine that would identify each student, drop a mask down and meter out the oxygen.  Teachers get as much air as they want, kids have to breath like deep sea divers and guests are on their own. 

You would fix the problem by putting in an air system sufficient to allow everyone to breath as much as they wanted and have some extra for special occasions. 

Ask your people what they want.  I'll bet they want their technology to be simple, dependable and fast.  Use your technical expertise to provide them with what they want.  Spend your money and energy on education.  If you want to tinker and do amazing technology create with a raspberry pi.
I know I'm preaching to the choir here but my inability to convince people who have a vested interest in control and obfuscation  makes me appreciate an opportunity to discuss with like minds.

For those who don't know Craig.....  Let me repost a blog post I did the year he won the the Frank Watson Award for his commitment to ACCESS!

--- reposted from

Each year the Vermont educational technology community selects an award recipient to received the Frank Watson educational technology award.  (Learn more about Frank Watson,  the father of information technology in Vermont at   This year, Frank not only participated in the 25th anniversary of Vermont’s primary educational technology conference, he also presented the  Frank Watson award  to Craig Lyndes, network administrator at St. Albans City School, Fairfield Community School, and Franklin Central Supervisory Union.   

Frank’s message to the group of over 500 Vermont educators was that “we’ve got a lot of stuff. And what we need to do is learn to use that stuff to make sure that our students are thinking, that they are creative, and that they are enabled by this stuff.  How do we do that. These are the same question we were asking 25 years ago.”  Frank urged educators to go back and reread the works of Seymour Papert and Jerome Brunner and revisit their important advice about getting students to think and develop creative problem solving skills.
He then proceeded to introduce the winner of this year’s Frank Watson award as a man who has committed to giving students and teachers access to the technology tools in Vermont schools in ways that supports this all important goal.
 “I’ve had a ton of experience with this person.Early on when I was at UVM, and I got bit by the bug (or the byte) I went to this person’s school to see what was going on and I ended up with him and some other people in a very interesting situation..
A sort of an open ACCESS lab of computers filled with kids filled with kids using the machines and learning how to do it..
 ACCESS!  that word is a very important word for this person
ACCESS not only to students but also to teachers that makes a very easy entrance to what they are doing...
Its very important that this happens because if it looks like its too difficult then people are going to say “NO”  I’m not going to do it;  I’m not going to use that equipment...
This person understands that ACCESS point and how to manipulate it to get it to people in the school’s he’s working with..
This person has experience in 4 major school districts in this state and has impact on all four. Fortunately I have had an opportunity to see him at work in 3 of those districts and was always welcomed and always learned something before I left..
If this person knows who they are right now, they should be getting ready t come up here
I’m going to give one more clue,
This person is a person I could have a conversation with about something called Wintermute.  We have some people who remember what Wintermute use to be…
Will Craig Lyndes please come up and receive the 2010 Frank Watson educational leadership award."

I am so pleased that the Vita-Learn has focused on the importance of access in the equation of  successful implementation of a vision for the use of technology in schools. Craig  has been such a strong advocate of access and working so diligently over the past 25 years to bringing
it to Vermont schools.  Whether it be his earlier efforts with
"Wintermute"  and with the CVU bulletin board (note the long list of
"STUDENTS"  who ran this BBS  from 1985 - 1995 at )   or his most recent initiatives
to increase access and connect the FCSU to each other and the internet via fiber.  Craig
thank you for using your energy and resources to improve access in
ways that move Vermont school's forward  to fulfilling the vision that
Frank Watson and so many others have for our students.
----- I'm so proud to be married to this man!  

Thursday, August 18, 2016

Project Based Learning at the heart of Creating and Making

This week I got a chance to attend a meeting lead by Lars Hasselblad Torres, Director of the Generator as he kicked off a collaboration project between Burlington's  makerspace the Generator,  area schools, and Champlain College to help educators vision how MAKING can support Project Based Learning in their classrooms.   The day was filled with conversation and activities that kept us engaged in a process that started with sharing our own personal goals and ended with our being ready to submit project proposal that might exemplify a collaboration between K12 educators, college, and a community maker-space.

I  especially loved the way Lars got each of us to envision and articulate elements of successful project based learning by having us think with our hands.

Throughout the day I found myself revisiting some of my own  experiences as an educator where project based learning was at the heart of my classroom - which lead to my digging up this blog entry from almost 10 years ago. 

This entry was originally posted as an entry on aVTCITE blog following discussion about Project Based Learning in 2006. 

Project Based Learning

Authentic Audience - The Ring Story
One April morning in 1996 --the good ole days when perhaps one or two emails per day found their way to my inbox—I noticed a peculiar subject line on an email from a man whose name I did not recognize. 
Sender: Claude Williams 
Subject: Treasure Found. 
Message:  Dear students at NCUHS,  I think you might be able to help me with something that has been on my TO DO list for more than 15 years.   In 1980 I was scuba diving in the Phillipines and when something shiny caught my eye.  It turned out that I had found a gold ring.  The ring had a bird of prey on top; the letters NCUHS on one side; the words “Class of ‘78” on the other; and the initials TKD carved inside.  Today I was trying out this new Internet thing and typed the letters NCUHS in Alta-Vista.  I found this Cyberfair Project from students from NCUHS.  Could this ring belong to someone from your school. 
I read the email to my students.  They immediately ran down to the guidance office and located the 1978 Falcon Yearbook. Todd K Durkee was the only student with those initials.  After a few phone calls they were able to locate a phone number for Mr. Durkee. “Did you ever lose a class ring?” they inquired over the phone.  He hesitantly answered “yes… in 1979 while I was cliff diving in Hawaii”.   Mr. Durkee got his ring back;  Mr. Williams crossed an item off his To Do list; and 15 students experienced accidentally discovered an Authentic Audience for what started as a project based learning activity using technology.
Probably one of the most motivating factors about Project Based Learning is the fact that you are solving an Authentic Problem for an Authentic Audience.  Today’s technology has made authentic audiences even more reachable than ever before. Years ago video production, publishing or  music production would have been cost prohibitive.  Today’s students can become web publishers,  music composers, and video producers for real audiences at a very nominal cost.   Projects like Cyberfair,  The Vermont Midi Project, The Green Mountain Mooooooooovie Festival,  provide forums for student projects with Authentic Audience.  When my fifth grade students realized that their podcast was going to be on I-Tunes, the quality of their work went up 200%. 
Project Based Learning using effective Technology integration increases engagement by making learning meaningful.   A well constructed project provides several opportunities for students to create different PRODUCTS as a result of an indepth study of different CONTENT.  A skilled teacher will create a LEARNING ENVIRONMENT for students with varied learning styles to experience the PROCESS of project based learning in a way where each of them can be a successful.   Starting with an Essential Question where the project provides the structure for a group or individual inquiry makes the Project even more powerful.  In my earlier blog entry I discussed how our Cyberfair project – Life On The Border --provided the opportunity for Differentiated Instruction.
But without the Essential Question and the Alignment to Standards the project becomes simply a “neat activity”.  Each year I search for a theme that ties into the standards of one or more content disciplines.  I look for partners who are ready and ripe to take on this type of learning.  I look for content standards from that discipline that would lend themselves to a project type learning experience.  Adding the technology standards is a natural next step.   Finally I meet with the teachers of that discipline to brainstorm Essential Questions that would provide the project with enough depth and momentum to drive the energy we are about to expend on this project.
Project based learning is hard work.  But the feeling of pride from the accomplishments of our projects is not just felt by the students—it spreads across the community.  The standards that we meet (especially those in the Vital Results) area cannot be adequately measured by standardized tests.  The challenge we face as educators is to continue to advocate for authentic assessments (such as those found in project based learning) to be considered as part of the ASSESSMENT formula that we use to measure the success of our schools.  If you have a chance to hear the student voices on  the Cyberfair 2001 video,  I think you would have a hard time spotting the ‘student’ whose learning disability would bring down your NECAP scores;  this is also the student whose performance on this project earned my highest praises in their letter of recommendation for employment.   While National Test stores tell part of the story, Project based learning tells the rest of the story!

Sunday, June 05, 2016

AppSmash - WeVideo and Google Slides

The new WeVideo IMPORT PDF feature combined and Google Slides are a great duo  for collaborative video creation!  

When it comes to collaboration, Google slides rule!  
When it comes to creating videos,  WeVideo rules!

Now  with the new IMPORT PDF feature of WeVideo, collaborating on a Video just got even better.

First of all let me describe the new Import PDF feature of WeVideo and why this has me so excited!

Usually when we add media assets to a video creation project,  we are adding photos, video clips, and sound clips!  

But recently WeVideo has made it possible to ADD PDF files as media to a video project.  When you select Upload Media and you select a PDF file, WeVideo automatically separates each page into a different image for you to drag and organize as you like into the timeline of your video!  Way cool!  

  1. Select Add Media      2. Select a PDF file

3.  Drag individual pages from your PDF from your MEDIA folder to your TIMELINE

So now you can take any tool that can save as a PDF and use it to create content for your Video projects!  (PowerPoint, Word,  Open Office,  Google Docs,  Google Slides)
This opens up lots of possibilities for Cover Pages, Transitions, Backgrounds for Green Screen, and even core content in your narrative.   (PowerPoint, Word,  Open Office,  Google Docs,  Google Slides)

When you are ready to import your content into WeVideo

Simply Use DOWNLOAD AS  and select PDF from the File Menu of your favorite tool!

Then Upload Media (ADD the PDF) to the Media Folder for your WeVideo Project.  

Each slide will appear as a separate media asset that you can drag onto the timeline.

Once these are added to the Media folder of a project,  only ONE of the collaborators can work on the video at a time!    Since the bulk of most video project is planning,  storyboarding,  locating or creating media assets, using Google slides is a great way to keep all members involved in many steps of the video creating  process. The whole team stays actively involved for much longer.  

If you choose Google Slides as your content creation tool for your video,  your team can
  • work together to  create beautiful content for a digital story or  narrative slideshow
  • organize the content  in any order they  want
  • revise and reorder them as they work
  • use comments to discuss and plan throughout the process
  • use the NOTES section of Google slides to plan narration or storyboard
  • add placeholder slides for where video clips  or effects might appear in the projects

Illustration of a pencilOnce the media assets are imported into the Video project,  your team can continue to collaborate using the collaborative features of WeVIdeo EDU, but remember that the at this point in the process, the   collaboration happens ASYNCHRONOUSLY!  Which means only one team member  can EDIT the video at a time.  Similarly to the way Wikis or Google Sites works, the first person to start editting gains control of the video, and others editors are locked out until the collaborator is finishes, and leaves the project.   As soon as the editor saves their edit and closes the video project, the video is available for the next person to edit.  How I describe it to others is that  “Only one person can hold the pencil at a time.  You need to let go of the pencil to pass it on to someone else to edit”.

But as with any Group project,  the rest of the team can be working on finding music or sound effects,  creating credits and title slides (in Google Slides).    Or perhaps, you might break up your projects in sections  and create more than one Google Slide Show.  After each section is complete,  you can provide different team members with the job of adding that section to the video project and editting the video project, while the rest of the students continue to work on the the next section of the project in Google Slides.

One more collaboration tip:  For each video project, consider setting up a Google Folder where you can store your Google Slides along with any images, photos, and music that you might want to add to your video projects.  (Even though only one person can add to the actual video project at a time,  ALL members of the team can add images, video clips photos, and music to a Google folder synchronously -- and they can even do this from their phones using the Google Drive app!

Meanwhile the ONE person who is actually editing the video project from inside we Video can simply IMPORT the new media assets into WeVideo using the IMPORT from Google DRIVE feature of WeVideo!  

I would love to see your video projects and hear how using Google Tools with WeVideo helps your team collaborate on video projects!