Tag Archives: makered

Global Day of Design 2017

Mark your calendar for May 2, 2017, this year’s Global Day of Design.  This project, spearheaded by educators A.J. Juliani and John Spencer, encourages classrooms all around the globe to participate in innovative thinking and creating during one 24-hour period.  According to Juliani, over 40,000 students participated in last year’s Global Day of Design, an impressive number that we could surely double this year.

Ideally, every day should be one that includes innovation for our students.  However, the reality is far from this.  Hopefully, just as Hour of Code has promoted awareness of the need for more computer science education, the Global Day of Design will encourage more educators to integrate Design Thinking into the curriculum.

Juliani’s post gives a link to register for the Global Day of Design, as well as many resources.  The official website for the project also has a registration link and the bonus of at least 12 free design challenges with the promise of more to come.

In a related post, my colleague Sony Terborg recently wrote about the concept of “The Producer Mindset,” and also linked to the Global Day of Design.  Like Terborg, many forward-thinking educators agree that it is imperative that we move away from the factory-based system of education to instead provide students with opportunities to create and think for themselves.  Design Thinking is a great framework for educators to refer to when embarking on introducing innovation in the classroom, and I would recommend the Global Day of Design as just the beginning that will hopefully eventually lead to a new generation that is comfortable designing 365 days a year.

designthinking
image from: Dean Meyers on Flickr
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Visit Me at TCEA 2017!

This week, I will be at TCEA in Austin with my fabulous colleague, Angelique Lackey.  We will be presenting together on Tuesday.  Our session is called, “10 Sure-Fire Ways to Light Up Your Curriculum.”  The hour-long session starts at 1:15 in Room 19B.  It is about using the Project Ignite website to introduce your students to 3d modeling with Tinkercad.

On Wednesday, I’ll be solo.  I’ll be presenting, “Code Dread” at 2:30 in Room 13AB.  This session is for anyone who has been intrigued by the thought of using coding in the classroom, but has little experience with programming.

FYI – despite having done numerous presentations I always sound nervous.  Weirdly, the only thing that makes me nervous is knowing that I will sound nervous which, as you can imagine, develops into a nice little self-fulfilling prophecy.  Fortunately, the size of the audience doesn’t seem to impact this, as I am equally as nervous with 2 people or 50.  Unfortunately, medication either makes it worse or makes me slur my words so I’ve learned to just tune out my own voice and never listen to recordings.  Of course, if you attend either session you won’t have those choices – but I promise not to be offended if you walk out 😉

You may not want to walk out, though, because we just found out that we get to use the Qball (wireless, throwable microphone) during our sessions.  So, walking out would mean you not only lose the opportunity of listening to my unique voice, but you would also lose the opportunity to see how horrible I am at throwing microphone balls – a feat I have never attempted, but I am quite certain will bring back flashbacks of the one time I tried to play softball when I was in 5th grade and managed to bonk myself in the forehead.  I will try not to bonk you in the forehead, but there is no guarantee.

In conclusion, you may or may not want to attend my two sessions at TCEA and you may or may not want to take out extra insurance before volunteering to be in the audience.  If you do decide to brave all of these potential hazards I have mentioned, then please come up and say, “Hi!  I am one of the courageous people who read your TCEA post and still decided to come to your session.”  That way I will know not to aim for you when I throw the Qball 😉

project-ignite
Full Disclosure – I don’t look anything like my Bitmoji. Except for the brown eyes and hair. And I do sometimes smile. Oh, and my hair is usually parted on the side. Angelique looks exactly like her Bitmoji. (Don’t tell her she looks like a cartoon, though. She finds that offensive for some strange reason.)
code-dread
I forget where that QR code takes you, so don’t be upset if it’s a dead end. I should probably check that before I present, but I have plenty of time – right?

Valentine Resources for the Young at Heart

I’m not actually a huge fan of Valentine’s Day, believe it or not.  If you search “Valentine” on this blog, though, you would suspect otherwise.  I’ve collected quite a few resources to use in class based on this holiday – mostly because my students seem to love it so much.  In fact, I’m pretty sure kids get a lot more of enjoyment out of it than adults!

In case you missed it, here was my 2016 Valentine blog post – which pretty much linked to everything I had curated so far.  Since then, I’ve added:

Some new ones that I’ve just discovered:

I imagine a few more will pop up in the next couple of weeks.  If so, I will be sure to share them with you!

UPDATE 2/13/17 – Here are a couple Valentine’s Day Breakout EDU activities!

heart
image from Pixabay

The Extraordinaires

At the end of last year, right before Christmas, I saw a tweet about The Extraordinaires.  After visiting the site, I was intrigued by the product and ended up buying one of the smaller sets to try out with my students.  Since my 2nd grade gifted students are studying structures, I chose the “Buildings” set.

All of the products in The Extraordinaires line revolve around Design Thinking.  Each set includes Character cards, Design projects, and Think cards.  The sets also include a drawing pad, and at least one pen.  The Buildings Set includes 6 each of the Character and Design cards and 10 Think cards.  Larger, more expensive sets, contain more cards.

Each of The Extraordinaires Studio projects allows you to choose a character and a design project.  For example, one of my students got the “giant” character and “sports venue,” so his assignment was to dream up a place for his character to play a sport.  You can, of course, mix and match the cards, which makes for interesting combinations.  The think cards can be used to help refine the project and add details.

Fortunately, I only have 5 students in this particular class, so the set I bought is the perfect size.  (Some of the larger sets have higher age recommendations.  The company assured me in a tweet that the 16+ noted on the box “only refers to the guidebook and the depth of content,” so this leads me to believe that the cards would still be fine to use with lower ages.)

Photo Jan 23, 10 04 34 AM.jpg

My students were extremely motivated by the Character and Project cards.  The graphics on these definitely generated enthusiasm.  Before passing out the cards, we had talked about empathy.  I emphasized the importance of designing for their “clients” instead of themselves.  For about 20 minutes, there was complete silence in the room as the students got to work.

I had already told the students that this was just the beginning, that they would go through many drafts before settling on final designs.  It’s good I prepared them, because I realized that I hadn’t done a very good job of teaching them about empathy.  As they shared their first drafts, it became clear that they drew buildings that were familiar and just added a few details (like kelp, for the mermaid’s house) to align the structures with the characters.

Fortunately, the website for The Extraordinaires includes some resources for teachers.  We will be using the “Graphic Organizer for Getting to Know an Extraordinaire.”  After all, it’s difficult to have empathy for someone you don’t know.  This is actually all practice for our final semester project, for which they actually will be designing something for someone at our school. (More about that in a future post.)

If you like the idea of teaching Design Thinking to your students, and would like some other resources, Jackie Gerstein has a wonderful collection of design challenges here. For a great free Design Thinking curriculum, City X is another alternative.  To see why you should even consider incorporating Design Thinking into your curriculum, this video from The Extraordinaires allows students to explain. (Be sure to watch all the way to the end if you really want your heartstrings tugged 😉

Play with Design
from “Play with Design”

Play With Design from The Creativity Hub on Vimeo.

Common Ground

According to its website, ” ‘Common Ground‘ is a collaborative kinetic art installation about connecting America through creativity and problem solving.”

The result is a video that shows 5 Rube Goldberg reactions created in 5 different locations across the country.  Each one “triggers” the one that follows.  (I particularly liked the “Women in Stem” portion from  New Hampshire.) The projects reflect major issues representative of the artists’ regions, so the video is probably best for older students who can discuss the message delivered by each one.  The final segment of the video returns to its starting place, Oakland, and addresses the issue of excessive force used by police officers.

image from Common Ground
image from Common Ground

If you find the idea of doing a collaborative Rube Goldberg video intriguing, you may want to sign up your class to participate in this global one that is being produced by Brad Gustafson.  As Brad says, “This will require higher-level thinking, teamwork, and a bunch of other stuff that might not immediately lead to perfect ACT scores.  However, it will model risk-taking, digital-age collaboration, transformative technology use…and maybe even some asynchronous communication.”

Iterationists

I would like to give Krissy Venosdale (@krissyvenosdale) credit for the awesome image below, and possibly for coining a new term: “iterationist.”  When I saw the image tweeted by her the other day, I knew right away it would be a new mantra for me.  Considering the experience I described from our robot camp on Monday, Krissy’s quote perfectly states what I need to encourage more from my students (and myself).

“Iteration”  is a word that is used quite a bit when people discuss Design Thinking.  Anyone who has created something of substance will agree that a new work goes through many drafts before the maker feels satisfied.  Those iterations are important to the process; in fact some even argue that they are more important than the final product.

What I learned from my robot camp experience is that I not only need to make students more aware of the importance of iterations, but also how to learn from them.  As I mentioned, some of the teams had no problem trying again when their designs didn’t work. However, they didn’t spend enough time on trying to figure out why they weren’t working, and subsequent iterations tended to be just as inefficient.

In school, we usually don’t give students time for multiple iterations, unless we are preparing them for a standardized writing test or telling them to correct failed assignments. If we could make “iterationism” a habit, rather than a consequence or forced strategy, students would be more comfortable about taking risks and we would see a lot more “bravery.”

by Krissy Venosdale
by Krissy Venosdale

 

Undercover Robots Camp – Pageant Edition

Update 9/3/17 – You can now purchase the Spy School curriculum for Undercover Robots Camp here.

As I mentioned in yesterday’s post, we had our second session of Undercover Robots Camp last week.  The theme was, “Pageant Edition,” with the scenario being that the Dash robots had been sent on their first undercover assignments to the Annual Robot Pageant, where they were to investigate a potential saboteur.

Only a few of the students had attended our first session, Spy School, the week before, meaning that there were various levels of skill.  This is what I love about programming with open-ended challenges, especially with the Dash robots.  The activities allow for the contributions of all abilities.

The week was interspersed with design and logic activities.  Of course, costumes needed to be created since it was a pageant. Puzzles needed to be solved to find the identity of the saboteur.  I even borrowed some ideas from Breakout EDU.

One of the favorite activities was the pageant interview.  The students had to program their robots to respond to my questions – but they didn’t know what the questions would be!  I told them to come up with three responses: a plural noun, a verb ending in -ing, and a name of a place.  I had a set of questions for each robot, who also had to be programmed to come out on stage and then leave the stage.  I embedded an example below (make sure your volume is high so you can hear the robot responses).

The students also had challenges to program their students to do an art project, launch ping-pong balls into cups to gather evidence, and to save the other contestants from the saboteur. The latter is when the students learned that less can be more, as the least elaborate contraption attached the robot actually “saved” the most plastic figures (see the pic with the colored pencils attached to the robot below)!

During the week, we also worked on choreographing a final dance number for the pageant.  It’s good we started early because there were many, many, many flub-ups!  The video embedded below is what we showed the parents.  Unfortunately, it still didn’t go quite as planned; we learned that “tired” robots get a bit rebellious about their programs as their batteries wear down!

I absolutely adored seeing everything the students accomplished last week, and I can’t wait to do Undercover Robots Camp again next summer!