Week 2: What matters most – PBL project! Started!!

I am sitting in class with my Year 10’s and it is the second lesson of the project based learning unit that I have developed for them. Here is the Google Doc outlining the project.

They all seemed pretty engaged in it and I have made a Google Form so they can keep me informed of their progress.

Some ideas that I have heard so far is coming up with a Twitter campaign, making a mash up of interviews of male celebrities highlighting how they are always asked questions about what do they look for in a girlfriend. Putting posters up down Lambton Quay outlining what is wrong with the beauty industry and how it can be fixed.

So, I am sitting here in class and getting quite excited about what is happening in class! Haven’t felt like this for awhile – exciting! I am looking forward to seeing what is created and what learning happens – I have high hopes!

Content Curation Tools

Awhile ago I was asked to do a presentation for our schools Wine & Pedagogy pd sessions. These session were set up as an informal way for staff to share cool things with other staff. We have had some great sessions this year, including the first student presentation to staff.

I thought it would be useful to run people through what content curation is and why they might like to use a tool. So, below is my presentation. I have just work through different tools that I have used and there are some examples of how teachers in school have used some as well.

Day 3 – Connect: TESAC conference

Keynote: Weta Digital

Programme Design across all levels DT, Marc Willaims, Alfriston College

http://www.acdigital.school.nz

Zero-paper school, extensive use of Google Documents

  • links from AC DT site
  • student examples – TEXAS
  • how do you learn minecraft if don’t know anything about it – minecraft club
    • doesn’t take that long to learn
    • minecraft edu licence – http://minecraftedu.com/page/ – one off $500
    • two seniors have admin rights, Marc doesn’t do anything with it himself

Digital Technologies modelling, conceptual designing and prototyping

A programme of teaching Digital Technologies modelling, conceptual designing and prototyping plus the external generics – Julie McMahon & Melinda Stevenson

DIGITAL TECHNOLOGIES – WHATEVER, WHENEVER, WHEREVER.

  • How can we put these together – DT and generics.
  • Now can combine DT and generics as it suits our programmes. Can just focus on the bits that fit your programme.
  • Session 1 – internal focus / Session 2 – external and how fits with internal (L2 & 3)
  • EduAlert – video
  • Technology is all around us.  As teachers we do all the 21st century skills – a lot of the time.
  • Context – authenticity and meaningful to student
  • Content
    • integrate, external, internal
  • Continuity
    • junior progamme should support NCEA levels
    • each NCEA level should provide a foundation for next level in knowledge and skill (scaffolding)
  • Example pathway
  • Level 1
    • planning template – table
      • @WGC one project, postcard – 1.43, P & S
    • Y11 DT @ Sacred Heart
      • glossary around room of all the terms – what about in Moodle?? Glossary of Terms
      • (programming into course maybe under prototyping if not confident assessing against programme standard)
      • term by term projects
      • (L2 InDesign for mock ups for websites)
      • WHAT? SO WHAT? NOW WHAT? (from Adventure Based Learning) poster on Melinda’s wall
        • what? light blue background – identify
        • So what does this mean I have to do now – explain / justify
        • now what / then what is my next step – give 2 -3 examples for every level / justify
        • justify, refine – for excellence
      • info also on LMS, in visual diary
      • students using Screenr to record justification of what changing things following stakeholder feedback
      • stakeholders that are accessible – friends, family – simple project
        • games examples – chemistry quiz, netball umpire quiz, game for use at school at lunch time – students within the school (stop use of bandwidth at lunch time), Y9, 10, 11s are testers (L1)
        • L2 – class brief – found outside stakeholders, 1 or 2, stakeholders giving feedback (artist and yoga teachers)
          • vet clinic, girls took own photos
        • teacher is NOT the major stakeholder!!
        • stakeholder feedback – sign and photos (the ‘pretend’ stakeholder)
        • PMI chart + physical and functional attributes (interesting or implications – what will i use / not use in my own game?)
      • prototyping
        • testing log, usability, prototyping log
        • data integrity of digital outcome!! testing for
        • can formliase the testing by using prototyping standard
        • because it is authentic they take ownership of it, enjoy making things when it is real and when will be used
        • photographic evidence
        • (Y9 – scratch game for junior school, speed dating testing, make a poster of what did, storyboard, code, testing)
    • L1 Columbia College
      • game making
      • do 1.41
      • scaffolding digital media skills in earlier years – students have lots of skills in software – Photoshop, InDesign etc
      • detailed storyboards of game in brief development, which help them code their code – becomes their flow chart, use to help them guide their programming
      • focus on brief development
      • make something that works and enjoy the journey, enjoy actually making stuff, don’t get focused on assessment! not everything needs to be assessed
      • in gamemaker can add comments in code
      • (use quad paper instead of visual diary – better for screen size)

2.5 Technological Modelling and Risk Management

  • Internal and externals together
  • Exemplars – food / furniture, scanned ones from Julie and Melinda – 4 or 5 Excellence’s – from Digital context
  • not an unmanageable standard, embedding it all throughout the year and if it fits within your programme
  • lots of jargon – speakers actually use the jargon terms
  • Google Glass youtube
    • rapid prototyping
  • Technological Modelling Stages.pdf – internal standard
    • iplotz / go mockingbird – wire-frames – low fidelity
    • indeisgn – hotspot – high fidelity
    • could do for databases really well
  • external standard – go/no go decisions, making decisions in conceptual design
  • design mock ups
    • PMI
    • pencil sktech – measurements
    • wireframes
    • use for mock ups: InDesgin – master page, make pages, hyper link pages – high fidelity, banner – can see if too big
    • (InDesign from Level 1: interactive book – master pages, hyperlinks, layers etc)
    • Dreamweaver: split screen, put coding in – testing
    • perfect colour palettes – hexidecimal
    • use Notepad++ for coding properly
    • http://www.dirtymarkup.com/– tells if errors
    • W3C – for validation (http://validator.w3.org/#validate_by_input)
    • focus is on mock ups – low fidelity / high fidelity
  • conceptual design has helped with the level of quality of websites
  • start early in the year
  • girls got in head that if do not plan out code for programme, it won’t work (Python)
  • pick speakers that made sense to you, not all, use own and put together in report
  • doesn’t have to be in a digital context e.g. engineer, furniture maker
  • makes it real, as people do it all the time, real purpose
  • Big Little Bang case study
    http://technologynz.wikispaces.com/file/view/techlink-tp-biglittlebang.pdf
  • pod-casts of technologists (speakers) that come in, for helping writing a report
  • sentence starters for report
  • pick one or two of the speakers that have come in and talk about yourself – demonstrating understanding
  • meant that students didn’t make exactly the same report – helped with authenticity
  • email speakers questions ahead of time, after speaker, debrief the next day, share on whiteboard
  • use lots of different strategies to help students
  • modelling table – for use after having a speaker in
  • foundation standard for scholarship in Level 3
  • 3 examples – 3 or 5, case study and their own – Excellence. 2 to 3 for achieved.
  • Making of Avatar – good example Tech online
  • Big Little Bang Technology Online

Technological Modelling 3.5

  • Competing and contestable factors – main step up for Level 3
  • how factors inform decision making and can defend decision making
  • highly recommended that use case study, don’t have to talk about own work
  • (only scholarship students who may have done enough to write about own work)

Level 3 Brief Development and Conceptual Design Development Guide
(AS 3.1) & (AS 3.3) using 3.4

Day 2 – Connect: TESAC conference

Keynote: Culturally Responsive Pedagogy in Technology, Kurt Seemann, Associate Professor, Faculty of Design, Swinburne University

Presentation link

Design technology – something happening, people don’t believe there is a subject area.

What is it for? End with argument about what we can do that others can’t.

Culturally responsive means…

  • teaching to understand cultures based innovation as we link up like never before
  • working technologically is a form of social practice that transforms human knowledge
    • learn socially
    • e.g. spare thrower
  • design context and purpose is EVERYTHING
    • teach to build body of knowledge for different ‘bubbles‘ of context
    • the bubbles of context – things you include or leave out
    • teach to explore purpose and context
      • design purposes only makes sense when placed in it intended context of use
      • narrative approach – example rubbish in aboriginal community
  • metaphors and narratives can inform design education strategies
    • defining elements of a technology genre
    • familiar groupings that make sense
    • metaphors for communicating basic technacy systems rules
    • understanding links in our technolgy world
  • working technology has it owns unique way of making knowledge
    • ways of knowing slide
    • scientifically vs designing and working technologically
      • scientifically: i analysise, i discover
      • technologically: i synthesise, i design
  • ecology
  • http://www.technacy.com/

Culturally Responsive Pedagogy: panel of expert practitioners

Embedded image permalink Student voice

  • Ako – to teach and learn. Be a risk taker as a teacher, try things out, challenge yourself, teachers are not experts, are not the font of all knowledge.
  • Learn about your students, listen to them,
  • Confidence – in digital technology – http://pechakucha.co.nz/Embedded image permalink
  • Minecraft – daily club, 3 day episode, Y11 3D AS, Y12 Computer Science AS
  • Success cannot be defined by one learning area.

John Dobson

  • if you don’t get the culture right in your classroom, then the content is irrelevant
  • take the opportunity to be a dean as will give you an insight into how shitty some students lives are
  • all students are individual – “Your Pasifica”, “I’m Tongan”, 6 pasifica islands, students deserve to  be recognised for who they are and where they come from
  • Percentage of Māori and Pasifika students in a school.
  • Teachers part of the problem? Because they are big part of the solution.
  • Māori name – reason behind the name, take the time to learn the reason.
  • Assessment for learning – back after 3 days, individual feedback to each student within 5 days.
  • Critiquing other students work – got to get the classroom culture right first.
  • Aim –  to get students to take control of their own learning
    • getting them to trust each other and then critique each others work
    • building up a culture
    • “teaching” CAD –  let students learn it, they can help each other
      • (Y9 use Scratch?? have tutorials, videos and learn in first part of course)
  • Structure of subjects and timetable – students are learning 5 subjects a day!
  • Know what islands students come from. Know the local iwi in your area.

 Vocational Pathways – Geoff Keith

http://youthguarantee.net.nz/vocational-pathways/

Embedded image permalink Creative industries have been added, now 6 parts to wheel.

Embedded image permalink

IPENZ and Future in Tech – Angela Christie

Technological Literacy – Dr Vicki Compton

Implications for teaching and learning (research)

Day 1 – Connect: TESAC conference

Digital Information Systems: John Creighton

  • Focus on L2 – 2.40
  • schools driven by data in school and system
  • How do it at Burnside
    • Give students the actual standard – global, holistic view. Copy online – highlight (red, yellow, green – stop light) the stuff that you actually know.
  • Do the school – the school is a complex system.
  • John Creighton – youtube channel
  • Look at region, organisations that have thousands of people, look at school, money that goes through the school – teachers income, students fees. Libraries, books – system. Paying fees for x, y, z. School grades – what would happen if someone got into it and changed your grades. Counselors – students at school, students tough time, for those students only people to talk to are the counselors at school, what if was a stuff up and the counselor notes made available to all the students in the school.
  • Shared information – has real consequences.
  • What would happen if all your data was lost? What would happen if teachers lost all of their resources? Lost information.
  • What would happen if grades were compromised? Would you go to that school / university?
  • Touched on ethical and legal issues.
  • How does the school back it up? How much data? How long does it take to back up?
  • Examples in NZ – Novapay, WINZ, schools in Chch, EQC etc etc. STudents can look up, use as case studies.
  • What would happen if someone got into the Police data base? Can take stuff out but also put stuff in!
  • What if someone got into Kamar and changed grades? Or attendance?
  • Staff and student drives – why different, how different?
  • Above info probably an Achieved, if student is able to demonstrate understanding.
  • Real world context – MUSAC, changing of number in URL, access another student.
  • Kamar attendance information – is changed via ‘system’ for parents / students to view in a way that they understand.
  • If took systems away, school would not be able to run! Information in school is huge, needs to contain, store, use etc.
  • How John introduces standard and then gives them more information – handouts
  • First sheets – template driven assessment.
  • Video of IT manager with set questions of how things are done. Listen first. Go back to help with writing.
  • Kamar / attendance person – legal document, access to network folders
  • Students can’t ‘quote’ what people are saying, need to write in own words. Students have to be able to explain it, get them to talk about their own folders.
  • Choose the things they write about and understand, only need to write about something at achieved level once, e.g. file management, don’t need to write something at achieved 5 times.
  • Excellence – why bad, if back ups not working, explaining.
  • All real life real stuff!

Digital Media Knowledge L1-L3: Gerard MacManus

1.42 Demonstrate understanding of basic concepts of digital media

  • Use of PAK’nSAVE Stick Man adds and breaking down the basic concepts of digital media
  • Students can pull this ad apart.
  • Has just looked at ads on TV, more then one ad so students can compare and contrast – to get discussion to start happening.
  • “Dumb ways to die” lyrics, another ad – from simple text, sound, then animation, movie – be safe around trains, Metro. Moral and ethical responsibilities – could you do this with real actors? NZTA, NZ Rail – what do they use? Why would it be created as a cartoon?
  • NZTA – “ghost chips” – using digital media to communicate a message very effectively.
  • Google Presentation – standards
  • Look up key messages – Key Messages: 2.42
  • PAC’n’SAVE – Level 1
  • Another way – different movie trailers
  • How do students evidence their learning? Media knowledge – written, or digital recording – video.
  • Level 3 – complex techniques 3.43?? – making standard, physical skills media standard
  • Magazines on using programmes which have tutorials, e.g. Practical Photoshop, complex techniques. Students have to incorporate into own projects.
  • http://www.practicalphotoshopmag.com/category/tutorials/
  • John – gives students mag tutorials and work through themselves. Students can work through at own pace. Do the complex techniques. For digital media, explaining the complex techniques.
  • Look into using InDesign with Photoshop.

VLN Resources

Digital Media – Working with standards that implement information using PHP and MySQL Level 2 & 3.

Andy Abel, Robyn Patston (St Orans) & Jenny Blake (Onslow)

  • Digital Information and Media – presentation
  • Andy – first focus, movies database and other exemplars
  • Digital Technologies 2.41 – Implement advanced procedures to produce a specified digital information outcome with dynamically linked data
  • If doing web for media standard anyway, why not combine the two?
  • Robyn, Jenny – this is where it is at for the digital information standards, plus get great outcome with linking with digital media standards
  • Implement advanced procedures to produce a specified digital information outcome
  • with dynamically linked data involves:
    • designing and creating a database with field types that meet data requirements
      • one of major factors, getting website to display also important
    • a web page that links to a database to display content or populate the database
      • webpage just needs to read data
  • Should have a relational database – linking related tables, database normalisation. If wanting to teach database basics, then should be teaching relation etc.
  • Advanced procedures are those that require the student to use advanced features of software. Advanced procedures to be demonstrated in database software will  include a selection from:
    • linking related tables in a database, using keys 
    • sorting on one field with a secondary sort on another field 
    • creating multiple criteria queries, using logical, mathematical and/or wildcard operators 
    • customising reports and forms 
    • setting validation rules to restrict what users can enter in a given field (such as expressions, operators).
  • Got to get database up and running and get webpage to display it – e.g. NOT IMDB
  • For development, using phpMyAdmin (open source). Need Apache web server, MySQL – bundled in XAMPP – single executable. Can run of USB as quite small. Is open source so no always consistent.
  • Possible issues – run off stick, issue firewall permissions can block even if on stick, could run from Apache file, once allowed on windows then fire, some students want to work on it at home – students need full user rights on laptop, runs on some port as skype,
  • root of xampp – if xamppcontrol blocked, apache start, mysql start
  • Mac – usually needs to run from Applications folder
  • Remind students to back up USB sticks!! Worthwhile getting good quality ones.
  • Excellence – relational database, efficiency, skillfully – if have not normalised can’t get E
  • Thinking about creating databases efficiently and properly – best practice.
  • MySQL – totally a relational database.
  • Link to Yoobee PD – Normalisation: if follow rules, students can get Excellence
  • PHP – variables, IF & ELSE logic is not equal to, loop – universal to every programming language. Is all about the logic. Lots of built in functions that just do stuff
  • If wanting to extend, straight forward to create a new query – copy post code into new document / php, then just change the ORDER BY….for example
  • Different customised reports
  • If not done L1 programming and digital media, will find more difficult.
  • Jenny
  • software options: mac – text wrangler, PC notepad ++
  • Different versions of XAMPP, full vs lite, lite version does not have Mercury
  • L2 Information Examplers
  • Wgtn real Estate – lock step –
  • done loads of examples, based on access examples, database design is the key thing
  • Robyn – students no programming etc, right back to beginning, flowchart – instructions for walking to canteen – teach them the process
  • echo out with bits of paper – you are going to echo the following things:
  • if just tell them to type long bit of code they won’t understand and won’t be able to troubleshoot
  • could teach them PHP but haven’t taught process
  • giving access to resources for learning HTML – e.g. codeavengers
  • Onslow College –  assessment task
  • show me what you have done that was really smart or really good – efficiency
  • write out the queries – what are your questions, where are you going to find the information from
  • a lot more work then access but more realistic outcome, better looking,
  • Variable boxes – $directory, $file
  • Book – “Head first: PHP & MySQL” Lynn Beightly & Michael Morrison, pictures, more natural language, Jenny used with Level 3 students
  • If not doing programming at L1, then do HTML first before PHP & MySQL
  • Level 3 – difference to L2, assuming you have done a relational at L2
  • have to be able to modify the database – edit, delete, insert
  • write to database and have some permissions
  • validation – built into PHP when user adds data, e.g. registration form
  • Kayaking club – could we use Sports Clubs at school
  • Key resource – two day STAR course, huge learning curve at start, good to do seamlessly at Yoobee. Intensive period of time is really good.
  • Make sure tested, on student account etc, and talk with IT people, no changes after it has been tested.
  • Design relating to it – webpage, database. Could sit nicely with conceptual design standard. Need to spend time on design – queries, database structure, nouns, describing words,
  • could you do with 2.43 media, Jenny – conceptual design suggested, wrap up with CD, or could use prototype
  • Lots of problem solving!
  • Marking off screen – suggested, particularly at Level 3.
  • Free webhosting NZ – admin account, create student accounts, can go to the backend of their sites
  • 000webhost.com
  • At Yoobee students would be required to hand in username and password when work is due.

WRAP UP

    • Jenny’s advice – give it ago, give it a go when you feel confident about writing code, resourcing and facilitating is a good model, technology model.
    • WordPress – for digital media, for complex procedures
    • Robyn – new standards, first set of Level 3’s that want to go on and pursue DT / IT after school

QUESTIONS

    • How much output of data on webpage for A, M and E?
    • Database examples
    • Do students need to make up databases? Or can we just give them that data?? all data given to students

Connect – putting the pieces together

Connect – putting the pieces together, a conference for Technology educators.

A technology conference for all aspects of technology, from design and visual communication to food technology! And everything in between.

First day of the conference, opening speech and keynote.

Celia Wade-Brown – opening speech

Interesting point – The weightless economy – 

“A term to describe a post-industrial economy that relies on information technology and telecommunications to produce high value output of exchangeable information, knowledge and other intangible goods. Information-based output contributes an increasing percent of gross national product and offers both emerging and developed economies a high potential for growth.”  BusinessDictionary.com

Monday morning – keynote speaker Bernadette Casey, The Formary

www.theformary.com   Transforming waste through good design  @TheFormary

Examples:

Starbucks and re-using their coffee sacks – Wojo, Rice straw – China. Global view point – crops for textiles only? Is that sustainable? Ikea do not see cotton as a sustainable product.

What are the future skills that students going out into industry need?

Three main influences for the near future: :

  1. solar revolution
  2. end of fossil fuel dependency: Sweden – fossil fuel free by 2020
  3. vast leaps in technology – interconnectedness

Three main areas / disciplines that need to have a strong focus – science, understanding systems and developing skills.

Industry is crying out for scientists – need to re-frame science. Make it a ‘sexy’ subject. The industry (technology / textiles industry) are reliant on scientists. Perhaps communication about science needs to change.

Why are there so many designers and lawyers graduating from university? Why isn’t there a commitment to science?

How can tertiary education and the jobs needed in the market place be aligned?

Learning another language is a huge advantage when in business and is vital in helping the export community.

Students being able to understand systems – food systems, supply chain systems etc.

Skills

Learning skills at school is as equally important as  “getting an education” or learning knowledge.

  1. problem solving skills – needs to be taught more in schools, large component of business, thinking outside of the square, look at problems in a different way, out of the box, can be limited by things like budgets etc, limitations can create and enhance creativity
  2. resilience – “keeping going even when things are looking dark, accepting that reversals are normal, remembering that human nature is, in the end, tough not ??others with your fears”. Vitality important.
  3. cooperation – has become more connected, more global.
  4. optimism – success – personal – achieved through their own effort, permanent – able to be achieved again

Industry needs more optimistic problem solvers!!