3D Design and Print – wow, it is incredible what you can print these days! 

I loved seeing the different items that can be printed on a 3-D printer, but it is interesting to note that some of these items will begin to biodegrade after 6 months.  It is amazing that prosthetic arms, hands  can be made so easily  once the pattern is created it is made available so that t is only the cost of the prosthetic to print.

Software & Hardware needed:

• • tinkercad
  • rhinoceros
  • fusion 360
  • onshape

Pre-designed model sites:

• https;//www.thinginverse.com
• myminifactory.com

Hardware:

• 3d printer
• Filament
• Computer
• 3D print software

Materials

• PVA – polyvinyl Alcohol water soluble
• TPU – thermoplastic polyurethane
• PLA – poylactic Acid – biodegradable – breaks down in 3 – 6 months

Techniques

• Supporting
• Bridging
• Heating to shape – help sculpt it later after printing
• Dissolving in watercolour

UVic DSC – on campus 3D printing services – UVic digital scholarship commons

Using in Education for: engineering, architecture, history, graphic design, geography, cooking, automotive, chemistry, biology, math, and universal design considerations.

Technology Integration into teaching and learning

• Students are more engaged
• Students take more control of their learning

One Laptop per Child Study

• study to show how laptops can teach children how to read who have never experienced technology and do not have the money to access technology

3 questions when contemplating whether to use screen time with your elementary students:

1. Is it appropriate?
2. Is it meaningful?
3. Is it empowering?

Pros – can let kids have human experiences, can engage kids to communicate and build relationships, screen learning can give skills and understandings to take into the real world, can be used for assessment

Cons- distracting, accessing information they shouldn’t, parents have reservations

Risks – think about content beyond the screen, kids might not know what is real and what is not

Today we had an online conference  session with Verena Roberts from the University of Calgary, in a classroom with videos recording all of us students in the room in all directions.  One of my favourite parts of class today was waiting for class to begin where we wondered where Michael was. Perhaps he was at a cabin with the water in behind?  Was that Michael that flashed by in an office chair?  We could see his coffee mug but were left wondering where he was… eventually we figured out that he was in a near by conference room!

We really appreciated the fact that Verena Roberts was willing to meet with us on her convocation day, but unfortunately due to the internet connection we heard very little of her talk as the video kept cutting in and out.  The bits and pieces that we did hear were very interesting, but it was a good reminder that as amazing as technology can be, it is also very frustrating at times.

https://www.digitalpedagogylab.com/speaker/verena-roberts/

Here are a few of the ideas that I did manage to record during the brief session:

Topic: Expanding learning beyond the walls of the classroom

• OLDI (Open Learning Design)
• Expand learning in High Schools Using OEP
• Designing learning K-12 – students have the opportunity to access people, content and ideas that were previously inaccessible
• Open Learning Beyond classroom walls
• Learning is learning, it is about making the learning accessible
• Building a learning ecosystem
• Digital Literacies
  • Interactions
  • Collaborations
  • Connections
• Personal Learning Networks formed from this process
• Open Learning Design Intervention
  • Stage 1 – Building Realtionships
  • Stage 2 – Co-Designing Learning Pathways
  • Stage 3 – Building & Sharing Knowledge
  • Stage 4 – Building Personal Learning Networks (PLN’s)

Expanding Open Education Practices in High School Learning Environments

Classroom – Community- Networks

Open Learning Design Intervention (OLDO) by Stages

• Artifacts – podcasts, videos, some kind of projects to build shared knowledge
• What is my story & how does my story inform my identity?
• How do I solve a community problem?
• Who is my online audience?
• How do I search & communicate online?

Blended Learning

• Online Learning
• Flipped Learning

Start this process in Kindergarten

Inquiry

• Can not focus on each subject but rather focus on their interests – this way you engage the students more
  • Example Brie used; looking at teaching math with a student who is interested in trains
• Scaffolding is important for inquiry as well as building relationships
• We acknowledge the difficulty of doing inquiry in the university setting when students are not familiar with the process of inquiry

Distributing Learning

• face to face classrooms
• Outside, inside a classroom, lecture hall
• Asynchronous Fully Online or Blended
• BlueJeans – connecting to the other classroom via video
• Video Conferencing – connecting with people all around the world – dependent on internet connections
• Synchronous online classrooms; second life with avatar with world, multiple screens of students at the same time
• Face to Face or Online
• Blended course – both face to face or online blended together
• Multi-access online – coming into the class with a robot or video conferencing when you can’t physically be in the classroom
• Look at different options to combat climate change and having to have to drive everywhere
• Multiaccess-personal portal

SAMR – Model for Technology Integration

SAMR – Technology in the Classroom

• No Tech
• Substitution – tech acts as a direct tool substitute with no functional change
• Augmentation– tech acts as a direct tool substitute, with functional improvement
• Modification – tech allows from significant task to redesign
• Redefinition – tech allows for the creation of new tasks previously inconceivable
  • creation, collaboration, critical thinking…
• http;//sylviaduckworth.com

In class we reflected on how we can incorporate technology into the classroom and how that changes the classroom learning experience.   We also discussed what we are losing now that technologies are so prevalent;  we can’t just jump start a car, or look at the engine and take it apart!  Students become detached from understanding how technology works, they assume that the internet will never go away.  Look at the corporations behind technology, understanding the powerhouses behind technologies.  Having a critical lens for our understandings.

Technological Pedagogical Content Knowledge

Also looked at: http://www.tpack.org/

Digital Literacy Presentation

• What is Dig Lit: Information Literacy – have conversations so the students are aware of these things:
  • • What is fake and what is legit? Quality? Who is the author? Is it authentic? Who benefits? What is the bias? Is the information trying to change your opinion
    • Ethical use of digital resources
    • Understanding digital footprints – cookies, what are you leaving behind
    • Protecting yourself online – be careful how you are sharing your privacy, passwords, absolutely everything you upload is available, VPNs, hatching, have these ideas in your back pocket – teach self-regulation
    • Handling Digital Communication
    • Cyberbullying
• Pros, cons, risks
  • Pros:
    • Quick feedback
    • promotes student participation
  • Cons
    • Not everyone has access, technology is unreliable, teacher is not experienced in technology
  • Risks
    • Cyberbullying
    • Stranger danger
    • Internet is forever – teach to have a healthy footprints
• Teachers must be aware – strategies, tips and best practices
  • Navigating digital media series
  • Youtube: crash course navigating digital media sweries
    • Fact checking
    • Lateral reading – piece of info – read laterally across information – who is the author and who are they connected to, different than fact checking – who is writing this? Do they have bias?
    • Evaluating evidence
  • Youtube: crash course media literacy series
    • History, influence & persuasion, advertising, m edia ownership
  • MediaSmarts.ca

• Strategies, tips and best practices
  • Student choice and voice
  • More creation than consumption
  • Include multimodalities
  • Center collaboration
  • Ensure accessibility for all learners – having access to computers – UD
  • Crowd- accelerated learning – bringing a ton of people together create and collaborate – eg. Citizen science projects – put data out there, and get other people to look at the information
  • Social media & peer-to-peer social learning – social media can be a source of learning, what you model in the class happens digitally as well-being
  • Core Competencies
• how to talk to parents about digital literacy
  • Educate parents as they may not understand
  • Don’t assume understanding and awareness
    • families may or may not be aware of their children’s only use and footprint
  • Digital literacy is part of the BC new curriculum
  • Communication is key with parents
    • Idea: organizing a digital family night (classroom or school wide) eg. Minecraft
    • Having compassion for parents with their concerns
• SEX ed is part of Education
  • Kids learning about sex online
  • Misconceptions, monsters, misunderstandings
  • Dick pics, masterbation, predators, porn; sugaring – getting bigger and bigger – young women selling their body for wealthy patrons
  • Educate inclusive sex ed
• Resources:
  • FIPPA
  • Be Internet Awesome
  • House Hippos

Check out four posts in Anne Berland’s Blog:

https://annejaneb.opened.ca/category/edtech/edtech-inquiry/

Google maps is a useful tool for finding location information, planning routes, getting directions, see photos and reviews, traffic reports, drop a pin

• • Students can make their own maps – Google: My Maps
    • Points, lines, shapes
    • Attach media
    • Calculate routes, perimeters, areas
    • Layers!
    • Share the map to collaborate
    • Colour icons by value
    • Change the base map
• Lesson/project ideas
  • Points of interest map
  • Student commentary
  • Family heritage map
  • Map languages
  • Class information
  • Fictional settings for novel making
  • Field trips or imaginary trips

• Google Street View
  • Not just streets
  • Cultural, political, physical geography
  • Google cultural institute
  • Museums, natural wonders, architecture
  • Art, curricular content, historical documents, deep dives

• What’s the difference google map vs google earth…
  • • Google earth is for exploring (experience over theory)
    • Find your house and get up close with street view
    • Flight simulator
    • View the past – imagery from the past to compare to present day
    • View layers
    • Google moon mars, and sky
    • Voyageur – Jane goodall, sesame workshop, nasa, interactive lesson plans
    • Can see endangered habitats
    • “I’m feeling lucky” button
    • You can view from telescopes, look at mars, moon, apollo missions
• 20 questions warm up exercise, compass directions, grass lands, conversations, explore different environments, scavenger hunt with co-ordinates
• Idea: Grade 4 cross-curricular project
  • Gold rush, follow main characters and figure out where they went on a map
  • Visiting specific sites along the way
  • Add journal entries, notes can be done on the map, measure distances with walking or a car
  • Put custom icons in

Privacy on Google maps and Google earth – scary or awesome

• Click on time line – it keeps track of where you go and depending on your settings it may upload your photos
• Corporations upload your information – beware!!

Keiro gave a great talk on stop motion animation and how you can use this in education…

• • She showed an example of teacher using stop motion using only post it notes with students
  • Stop motion on apple products or animating in Photoshop
  • Twining button in Photoshop to move to photos towards each other
  • Resources:
    • Makerspaceforeducation.com
    • iste.org
    • onf-nfb.gc.ca
    • blog.ed.ted.com
    • wiobyrne.com
    • Sites.google.com/site/waldportfolio
    • Education.microsoft.com
    • www.youtube.com
    • https://giphy.com/

Heidi James – teacher from Colquitz Middle School 

Minecraft EDU

• • popular with kids
  • DANTDM – YouTube
  • Kids exchanging IP addresses instead of phone numbers, collaborating beyond the school
  • resource link for minecraft – look at slides

Benifits of Minecraft:

• team building
• critical thinking
• problem solving
• solving problems for classmates – students can sometimes answer questions faster than teacher

• purpose of Minecraft is to build things – crafting tables, building amazing things together, figuring out how to craft tools, called crafting recipe,
• crafting recipe has to be done in a certain way, giving some of the items, but not giving everything away
• community building – everyone had to work together
• learn about agriculture, find seeds, know how to tend to them, learn how to care for your animals, dig a pit or build a fence,
• characters sleep, must build a bed and a safe place, prioritize where you sleep, that is where you spawn when you die
• Student BIOMs, give students specific jobs,
• teaching students 3-d x/y ordered grids, learning from, math, social studies core competences all at the same time
• tutorial – leads you through until you get better, towards the end of the tutorial world you can learn to fly and make tools
• kids can learn about machines, pullies, building, science topics
• has environmental concerns built into the program, and environmental options – can plant a bunch of trees together and you can create a house
• not anit-social – it is okay if the teacher doesn’t know how to do anything on it except how to launch as they will figure it out, ask the students to help each other
• tap into student voice
• Students are god in minecraft
• great to see Grade 8 students take the lead in teaching us in our PDPP program
• Mindplex – mini games, separate servers online, separate from the school server
• Highpixel – mini games, painting on wool,
• for assessment – stop and listen, take a clip board around the room, language of the core competences, oral, formative observation, and detailed reflection about core competences, justify, explain struggles and experience with formative assessment, stop and listen, see if the kids are engaged,
• The kids that are quiet in math, trying so hard, writing things down – can open up and be very vocal in minecrafting strategies
• Creative or survivor; in survivor you can die… everyone starts with nothing except for the leader, pick axe and..
• you can be killed by monsters, skeletons, spiders,
• may have to mute as it slows the server down
• Teacher control – can control all settings, whether kids can talk, kill each other etc…
• Keep inventory – when you die you can keep your stuff
• teacher can gift students gift… food, tools,
• turtles – green square robot that can build things….

Rebecca and her kindergarten class…

Today we had the opportunity to visit Rebecca Bathurst Hunt in her French immersion classroom for kindergarten.  Her approach is unique in that she teaches students through inquiry.  Rebecca was able to explain the process of inquiry and how she scaffolds her learners so that they can empower their own interests and skills as much as possible within the curriculum.  She encourages the students to learn through play as much as possible, with some guidance along the way.  Often she uses books to help the students connect to what she is trying to teach.   Inquiry in the beginning is very structured and teacher driven, but eventually as students become more comfortable with the inquiry process they can be given more freedom.  Rebecca stressed the importance of having a good base in literacy and numeracy in the beginning, especially in kindergarten.

Here is a link that provides some of the tools for inquiry Rebecca put together for us:

https://docs.google.com/document/d/14zVpNlMaEdpj1gjaRWLzdGTbPXBjRg-tRJopAsIlWyE/edit

I really like the idea of kindness ninjas.  Her teacher friend sent the class a top secret box with supplies for the students to become secret kindness ninjas, which included ninja bandannas and other ninja supplies .  A book that is essential for this idea is: “Ordinary Mary’s Extraordinary Deed”  Here is an instagram to get ideas from of her teacher friend that started kindness ninjas: #kindnessninjas

Another idea presented today was using Giph or Bomerangs – but be careful to not to let students look them up as some of the are not appropriate for kids: https://giphy.com/

Questions that Rebecca’s asks her students during the inquiry process:

What do you see?

What do you know?

What do you wonder?

Remember that it took her eight years to get to where she is at now!

http://rebeccabathursthunt.com/

Class Discussion of Jesse Miller

• Great speaker, educational, interesting, but also created anxiety
• Challenging to consider photos that other people take of us and where they might end up with social media
• Kids must be so careful starting Facebook and Youtube video as it follows you everywhere in your life; it’s easy to lose control when you forget your passwords
• Beware of how technology is being used with facial recognition
• Question the larger implications of facial recognition programs – the information is collected for  for future projects
• Consider where your photos are being stored – like on Icloud which does not have the privacy security as it is in the states, Canada has better security
• Think about children and consent with photography – are children really aware of what they are consenting to?

Jeff Hopkins and PSII

• The first few weeks is asking what inquiry is, exploring what this is…
• Book recommended: Diving into Inquiry by Trevor Mackenzie
• Look at inquiry as an opportunity – we get to choose what we are interested in – Indigenous way of teaching lines up with Inquiry process
• Inquiry is starting a process and shouldn’t end when the course is over

Working with graphics

• Using power point instead of photoshop
• Photoshop and illustrator are universal but cost, not really accessible, need a license
• Software listed on slides of options for vector or jpeg; https://edtechuvic.ca/edci336/category/michael/
• Freeware – software asks you to pay when you get to a certain point
• Power point – good alternative to photoshop or Gimphoto
• pixlr – photoshop tool in the browser
• #MakeSlidesFunAgain

Power Point

• Right click – to make into a jpeg, export as a picture
• Save as gives many options for saving such as jpegs, not just slides
• Double click on photo – borders, rounded, artistic effects, can put text on it, crop it, basic things you can do really quickly, make images more interesting
• Shape tool to create logo – vector tool – maybe get your learners to make a logo
• Highlight shapes – right click – save as image
• Smart art – import shapes – quick ways to create graphics
• Creative commons image – brought in and put shapes over the top to reflect ways to engage learners

Sample Image worked on in power point below (pencil crayon image: Photo by Kelli Tungay on Unsplash):

Don’t Forget the Power of a Screen shot!

• MAC Shift command-4
• Windows use snipping tool
• IOS hold volume down and power button
• Iphone screen shot

Photo Aps

• Prisma – freeware – then have to pay to have high quality
• Mirror Lab
• 8Bit Photo
• Comica – learning plans – use for students to make text or literacy, make panels, in comica or power point
• Inspiraton and tools from Bryan Mathers .com – commonsense media – check out the fabulous mixer machine – #artwork
• www.bryanmmathers.com