Thursday, 2 February 2017

Curriculum coverage

For the past year and a half I have been thinking about a solution to help us make sure that we deliver a balanced timetable for our students. Being the timetabler also helps to push that challenge.
At HPSS we want to develop the ideas of a Personalised LearnPath

Personalised LearnPath

The Learning Coach works with students to identify passions and link their interests and needs to their learning. Learners negotiate their LearnPath (personalised learning programme) with their Coach to ensure that what they are learning is relevant to them. The Coach supports and guides students to set and meet challenging learning goals.
https://sites.google.com/hobsonvillepoint.school.nz/hpss/curriculum/learning-hubs

We have a great system in place already to gather this information together when developing the module booklets, it is the next stage of the process. The part in hubs and selections for students that I want to develop. Looking at a students selections and trying to make sure that they have selected everything that you want, some of it is relied that it has been done correctly and the instructions followed by the student.

As timetablers we hope that this has been done correctly, checking 240 foundation students timetables takes a fair bit of trust. 
One of the teachers at the school developed a way to do this in Google sheets last year, but there is a fair bit of modification to get it going. I did wonder at the time whether I could get something similar working on the web, but I kept putting it on the back burner. 

paper checker
Ready for this year, I thought about what I had to do today and spotted some time, next thing I was in phpmyadmin developing a database to hold the requirements for our q2 programme, a quick copy of the structure and I had the q1 programme in as well. Next came entering all the codes of our modules, something simple to do with sql statements.

Then using my php template, I had all the students name listed. Now to develop a quick check programme against their selection and all the learning areas to see if the module name existed. Add a number to the counter, and display. 
Surprisingly I checked everything by running form the data exported from KAMAR and I had it working within an hour of starting.



Next I created the foundation years check and tested it from the data collected by one of my new hub students, eek, will have to go back over the requirements with this as it failed to meet the coverage.

Suddenly, this brought a new issue, why do we check at the end of the process, why not develop something that could check before the information is entered, to save any issues that may come up before they happen. A quick verification from some of the staff in the staffroom and away to develop the prototype. This will continue to develop as we go through the year that it will pull the information straight from the database, at the moment all dropdown boxes are entered manually. However it does check the selections against the database tables for learning area module names.


This is the start of the showing of what a student will have covered for a year. 
At present the student fills this in through a google sheet document. I would like them to see coverage throughout the year through a google chart API and webpage so that they can share this quickly and easily when doing reflections and check in's. How do we make learning visible?


Wednesday, 25 January 2017

Pushing beyond

While watching masterchef over the past couple of weeks, I start to see some similarities with what they are going through.

From going from their normal cooking through to developing creative and innovative dishes. Trying new things and seeing success and failure.

The challenges that they face, develop, build upon. How the judges help with feedback as they are going through.

The same can be said with the school that I am at.

We have the Innovate. Engage. Inspire.
Challenging is one word that is used a lot at school. Developing the collaboration with the teaching, the contexts, and the learning areas. One thing that comes to mind when I started was that there are no textbooks, not even class sets of english books, instead students can choose the book with help from the Innovate information librarians at the school. The blended learning opens students to do both offline and online work. Having the device available in the learning space allows students to not be stuck on a meaning, a word, or having to wait for the next part of their learning. Instead a student being able to see the learning objective and how it works with a rubric or learning design phase helps then to see what is next.

Feedback, one on one checkins with students, I see more and more importance with these, it is a student and teacher working together to develop the needs of the student in class. having the 80 minute lesson and the co-teacher in the room allows these to happen in a more natural way. Progress reports are not a surprise, we have a no surprises rule. The progress report at the end of term is around how the student has meet the learning objective of the term, rather than an achievement objective. The comment is to the student about how they went, and what their next steps are.
But feedback is not just teacher to student, it is also teacher to teacher. Working in an environment that is co-teacher, feedback is constant, what is working well, what didn't work. Even challenging each other to try new ideas are constant. I believe that we have developed better as teachers and the challenge is now where to from here, can we go back to the single space and teacher? But it doesn't stop there. It is also Senior Leadership coming and looking at the teaching and sharing feedback about what they saw, the good and the bad. But thats not all, the Principal also looks at what is going on in the spaces and contributes to the feedback.

The mystery box, Should learning be a mystery? Students use the booklets four times a year to develop the learning that engages them. Use what they they know and build on it.
The booklet allow students to see what contexts the modules and SPINs that have been created around the theme for the term. The role of the learning coach is to make sure that the students have curriculum coverage throughout each term, while also looking at the specific needs of the students in their hub..

Outside the classroom. Having the opportunity to use spaces outside a classroom, this allows students to be out in the community, be responsible citizens. I love using the spaces that we have in our community, the 80 minute lessons allow students to go out and capture the information that hey require for their work. This allows for individualism within contexts, allows students to be creative in what they develop and have ownership of their work.

Looking at the passion of the students
The development of the dispositions, rather than the focus being on a solely academic is a passion that I see more of the students working towards, it has a large importance in our school that the end of the year awards are around the Hobsonville habits rather than being solely on academic success. Having a student who is passionate on the learning that they are doing, many of our students do get their first selections in what context they want to learn.

How to deal with failure?
Sometimes things don't work.
Sometimes the groups that students put themselves in don't work well.
Sometimes students have to be told were to sit.
Sometimes students don't work well on devices.
It is having the confidence to deal with these situations, having open dialogue with the students and having mini chats to get the thinking going about what is going on.

Default State
How do we move from the default state, this has been something that has come up in early on me starting at the school, how do we move from the default state, away from what we have done previously or done again and again. The linking in with the co-teacher, and the themes of the terms and semester help make sure you don't. Making sure that the learning objective is being carried out. But it is also helped by the other parts of the planning.

HMW INNOVATE through personalised learning?

HMW ENGAGE through powerful partnerships?

HMW INSPIRE through deep challenge & inquiry?

Innovation
Each week they look at an innovate way to display or develop the food. How do we show innovation within our classroom, developing the next innovate and creative?

The staples and pantry
The staples of learning, the equipment that they need in every lesson, these have not changed much, Pen, Paper, Pencil, and Device. Though there is some normality of people being upset about students needing a device for lessons, at one point were people upset that they moved away from the pencil?
The fact is the staples in the kitchen continue to change, develop, so must ones learning.

The pantry allows students to access other material, resources, equipment that they may need. The same for our students through online environments.






Examples of information

I have been thinking about how I wish to develop digital information this year and have been thinking about understanding some of the concepts that I want students to understand.

I have decided to use khan academy to help with the in class work. https://www.khanacademy.org/computing/computer-programming/sql Developing the students understanding of SQL, this will allow the students to develop understanding and projects through an online environment that doesn't matter what device that they use.

What I have to look at:

Teacher guidance

To support students to implement advanced procedures to produce a digital information outcome at level 7, teachers could:
  • provide an opportunity for students to learn and practice a range of advanced procedures in a database and at least one other software application 
  • provide a brief for a specified digital information outcome, or guide students to develop their own brief 
  • ensure students are aware of the requirement at this level to produce an outcome that integrates data from a database and at least one other application using dynamic linking 
  • ensure students apply design elements and formatting techniques accurately and independently as they develop digital information outcomes 
  • ensure students apply data integrity and testing procedures as they develop digital information outcomes 
  • ensure students understand their legal, ethical, and moral responsibilities when developing digital information outcomes in terms of the social implications of the outcome within an organisation and the wider community.
copied from http://seniorsecondary.tki.org.nz/Technology/Achievement-and-learning-objectives/Level-7/DTG-7-2

Here is the new todo API information that is moodle 3.2 dashboard, getting students to understand how data is stored in other applications will help them through their own developments.

Add a todo class (pretty please can we have an actual class rather than just stdClass)
  • Some properties of the class:
    • unique id (context id, component, area and item id?)
    • name - the name of the thing the todo relates to (e.g. activity name)
    • url - the url of the thing the todo relates to (e.g. view.php of the module)
    • user id - the id of the user this todo belong to
    • course id - the course if that the todo relates to
    • icon url - the icon for the todo (default to the module icon)
    • start date (optional) - when the todo starts
    • end date (optional) - when the todo must be actioned by
    • item count - how many associated items there are (e.g. 4 unread posts)
    • action name - display name of the todo (e.g. "submit assignment")
    • action url - url of the todo action (e.g. link to the assignment submission page)
    • action start date - a date after which the todo can be actioned (only display the action url after this date)
    • action state - Has this been actioned? Eg, The assignment was submitted.
  • Add an API class to provide access to todos (get todos for a user, get todos for a user grouped by course etc).
    • Retrieval of todos needs to suppose pagination (and pagination with filters, e.g. first 10 todos in the next 7 days, second 10 todos in the next 7 days).
Copied from https://docs.moodle.org/dev/My_course_overview_improvements

While the work does not need to be an API, it will help the students to think outside.

timetable 2017

Been a busy start to the year getting the timetable working in KAMAR. Since we have Foundation Years(9-10), Q1 (Year 11) and Q2 (Year 12) now running.

Here is a copy of what it looks like.
Blue are co-taught modules
Yellow are Floortimes
Red, Big Projects and Impact Projects
Orange, Pink and Purple are SPINS.




Saturday, 7 January 2017

Indicators of progresson: Brief development - How Might We

The aim, to get brief development under way as soon as possible. Getting students to look at the How Might We and use aspects of Design Thinking (Stanford) to help them develop their understanding. This helps them to develop ideas at the beginning of the year, so skills and knowledge can be followed up to help them support their project, as I believe that each project will offer some difference.
Rather than focussing on the Achievement Standard, the focus for this will be on the curriculum achievement objective.

Getting students to think about opportunities, I will be using this resource that was shared through NZACDITT - Project Development

The presentation of this will be through the lean canvas.

Level 7 Technology, Brief Development.
This ay be followed up with planning for practice. This will require a field trip.

Achievement objective 

Students will:
Justify the nature of an intended outcome in relation to the issue to be resolved and justify specifications in terms of key stakeholder feedback and wider community considerations.

Teacher guidance

To support students to undertake brief development at level seven teachers could:
  • provide a context that offers a range of issues for students to explore
  • guide students to select an authentic issue within the context. An authentic issue is one which is connected to the context, and allows students to develop a brief for a need or opportunity that can be managed within the boundaries of their available resources.
  • support students to identify a need or opportunity relevant to the issue
  • support students to understand the physical and functional nature required of their outcome
  • support students to justify the nature of their outcome in terms of the issue it is addressing
  • support students to develop specifications and provide justifications for them drawing from stakeholder feedback, and wider community considerations such as the resources available to develop the outcome, ongoing maintenance of the outcome once implemented, sustainability of resources used to develop the outcome and the outcome itself, disposal of the developed outcome when past its use by date.

Indicators

Students can:
  • explore the context to select an issue
  • identify a need or opportunity relevant to their selected issue
  • establish a conceptual statement that justifies the nature of the outcome and why such an outcome should be developed with reference to the issue it is addressing
  • establish the specifications for an outcome using stakeholder feedback, and based on the nature of the outcome required to address the need or opportunity, consideration of the environment in which the outcome will be situated, and resources available
  • communicate specifications that allow an outcome to be evaluated as fit for purpose
  • justify the specifications in terms of stakeholder feedback, and the nature of the outcome required to address the need or opportunity, consideration of the environment in which the outcome will be situated, and resources available.

Planning for Practice, Level 7

Achievement objective 

Students will:
Critically analyse their own and others’ past and current planning and management practices in order to develop and employ project management practices that will ensure the effective development of an outcome to completion.

Teacher guidance

To support students to undertake planning for practice at level seven teachers could:
  • ensure that there is a brief against which planning to develop an outcome can occur
  • support students to critically analyse a range of planning tools and project management practices that have been used in past technological practice
  • support students to select and use planning tools to make effective planning decisions and establish and manage all resources (including time, money, stakeholder/s, materials, components, software, equipment, tools and/or hardware etc). Effective planning decisions enable the outcome produced to successfully meet the brief.
  • support students to select and use planning tools which will allow for the efficient recording of justifications for key planning decisions made.
  • support students to ensure appropriate resources are available (stakeholder/s, materials, components, software, equipment, tools and/or hardware) suitable for their outcome.

Indicators

Students can:
  • critically analyse existing planning tools and project management practices to inform the selection of planning tools appropriate for the technological practice to be undertaken, and for recording evidence to support any revisions to planning
  • use planning tools to set achievable goals, manage all resources, plan critical review points, and revise goal and resources as necessary to ensure the effective completion of an outcome
  • use planning tools to provide evidence for any revisions made at critical review points and justifies the appropriateness of planning tools used.

Wednesday, 7 December 2016

end of year

Can't believe that tomorrow is the last day with students this year, and with my learning hub students. It has been a wonderful year with so much new learning going on, all of us. It is without a doubt going to be a fun day, with some awesome awards going to be given at the two prizegivings tomorrow, one for foundation years, the other our first qualification year.

Challenging the way NCEA is delivered in a school has been exciting and watching students step up to the challenge of the two year pathway. Well done to all of the students who have developed their habits and look forward to q2 (qualification 2) next year.

Friday, 25 November 2016

Integrating drama and technology

Over the past semester, I have been working with an integrated module, NOGRAM, linking drama and technology.

Planning document

We have been looking at how to create resources and ideas for teaching year 5 students aspects of computer science. Students investigated ideas from the csunplugged.org website, as well as differing activities within class.

Today was the learning and teaching aspect of this, where students got to teach another group and discuss their resources.

What was put on the board weeks ago.



Here are some of the photos from today's teaching lessons.
What has come out of this...


 

 

  

 





Some of the discussion at the end,

One of the fantastic resources one of the students has made, though need to get them to share the documents that have been created in google drive.


It is great to see this on the csunplugged.org website




Wednesday, 9 November 2016

co creation

It has been an interesting couple of days at school. I decided to get a project that I have been working on and off one up and running again. It is a RFID scanning system to assist with a 5km run, where people can scan when they start and when they finish. This has been talked about in my blog post, Challenging myself as well as building on building on existing message.

I managed to get the base version that I had been developing up and running again, after formatting the SD Card and reimaging it with the LCD drivers with this time with a 3.5inch screen attached to the RPi.
Through this I have been trying the GUI and the console version, I must say the console is helping as it is providing opportunity for rapid prototyping with its quick restart and low loading.

With the base system and running, it was time to start thinking of the next part, linking the data into a more suitable outcome, instead of being just on screen and in a text file, link it into a database service.

This is where I had a conversation with one of the students, what next. I showed him what the program was doing and how I had achieved some of the aspects. It was however something that needed to be developed better and have some more features. 15 minutes later he had a plan written on what the program could have done to it to support the ideas. Overnight he wrote a function that allows the creation of text documents to support start and finish tags, manage data during an outage or lack of connection.

This morning was integrating his function into the program and testing the ideas to see if they work. Many conversations have taken place and coding changed, is this a pair programmed piece of work now. Looking at what we are doing, could the standards that exist support this idea?

He has now taken a copy of the code home to continue development, as well as the dimensions to develop the next phase, putting it into action.

Looking at getting the data out to a mysql database so that we can add in different features, these will allow students to do creation of their own data next year using a mixture of google charts and bootstrap.


Note: since we are recording seconds, there is a function within mysql called SEC_TO_TIME() which will help with the conversion



There has been some great working on this project, It now no longer saves files to the raspberry pi, instead it is linked up with mysql.
Using google chart api has now allowed the data that is collected to be graphed based upon a PIN number.

Instead of using bootstrap, now use materialsecss, this is something different, while it is still responsive.

The beginnings of the website


What is the learning that has happened?

Version 1:
Development of rfid scanning system through the use of raspberry pi
Addition of LCD screen to the raspberry pi
Simple testing

Version 2:
Adding in database system to record data
To add mysql.connector to raspberry pi, sudo apt-get -y install python3-mysql.connector

Version 3:
Creation of website to show data through use of materialisecss and google charts api
This has now been complete, there was a bug that wouldn't allow the top record to be shown, this has now been fixed. Great setup and information is being recorded, this has been verified through a live test of the system on Monday 28th November through the EOTC Get Lost.

Version 4:
Login system to see profile

Version x:
Put out into real world and promote to a small group. Need to think about what this looks like and can be powered and developed.
- The idea of badges, for number of runs, beating personal best.
- The idea of developing a team, and running each week.
-

Also have to think about how to promote and develop promotional material.


Monday, 24 October 2016

Computational Thinking

Since being on the curious minds review last year, the aspect of computational thinking has been spread wide and far since being announced by Minister Pareta. I have a couple of times posted ideas of computational thinking on my blog, I continue again with the first page of Computing At School magazine, Autumn 2016.

Ideas, particularly good ideas, can take a long time to gain traction. Take the notion of Computational Thinking (CT), a term first coined by the late Seymour Papert. Papert was pointing to the potential of new technology to facilitate children’s ability to solve problems and thus ‘construct’ knowledge and understanding. But it took many years for the term to enter more mainstream use. For that we can thank Jeannette Wing. In a short paper (goo.gl/uRP3AI) written in 2006, the professor, then at Carnegie Mellon University argued that “Computational thinking is a fundamental skill for everyone, not just for computer scientists. To reading, writing, and arithmetic, we should add computational thinking to every child’s analytical ability. Just as the printing press facilitated the spread of the three Rs, what is appropriately incestuous about this vision is that computing and computers facilitate the spread of computational thinking.” She pointed out that “Thinking like a computer scientist means more than being able to program a computer”, going on to stress that “This kind of thinking will be part of the skill set of not only other scientists but of everyone else. Ubiquitous computing is to today as computational thinking is to tomorrow. Ubiquitous computing was yesterday’s dream that became today’s reality; computational thinking is tomorrow’s reality.”

Too many people still see CT as something for the technically minded. CAS takes a different view. CT has a generic value for developing ways of thinking in all children. The benefits are applicable to many areas, not just Computing — one reason CAS lobbied for a curriculum entitlement across all key stages. This issue focuses on inclusion; on making Computing accessible to every child, not just a select few.

Computing At School Autumn 2016

Saturday, 22 October 2016

Inquiry, Developing the learner narrative

On Friday at our weekly PLD meeting, we were asked were our Inquiries were at. I am thinking of a starting to think about a new inquiry I want to do. It is something I see that engages and gets people to reflect well within their practice. Now, why do students not want to do learning journey or narratives about their learning. (Hunch, students may not see what the idea is, amount of writing to be done, why do they have to do it. Maybe they just don't like blogging?) How can I take the hassle out of it, make it something that is not a chore, easy to do, purposeful and reflective.

Hobsonville Habits

Students and the learner narrative.
Narrative Learning highlights the role of narrative and narration in an  individual learning and an understanding of how they act in the world.  The ‘interior conversations’ whereby a person defines their personal thoughts and courses of action and creates their own stories and life missions, is situated at the heart of a person’s map of learning and understanding of their place in the world. Narrative learning as a concept seeks to shift the focus of learning from the prescriptiveness of a strongly defined curriculum to accommodate personal narrative styles and thereby encouraging engagement and motivation in the learning process.  Hence narrative learning is a concept, if embraced, has radical and far reaching implications for existing government policies on curriculum.
http://www.ivorgoodson.com/narrative-learning

Why do students not want to blog? record a video? narrate their story?

I was taking with a PE teacher a couple of years ago when we had installed wifi and he was thinking of ways to incorporate it into his teaching. There was a PE standard that had poor performance, mainly because of being paper based, it got lost, screwed up, wet. Students didn't get good feedback because they didn't hand it in. Moving towards google forms and a database solution allowed for students to access it anywhere, and keep track of where they were up to, how many entries they completed, as well as the teachers commented about the increased reflective nature of the entries.


What is there that supports this within our school?


Prompts for hub coaches to use with students to think about reflection.

HPPS and the Learner Story, some thinking from staff


“The Learning Coach supports learners to reach academic and personal excellence by supporting them to set learning goals, constantly revisiting them and revising them and to seek ways of supporting each learner to enjoy the success of achieving their goals.  The Coach also works with learners to tell and track their learning journey / story, to discuss learning issues and find solutions, provide pastoral care, provide guidance for life beyond school and build on learners’ capacities to take responsibility for their learning.


What is the Learner Story?

  • Goals
  • Successes inside and outside (Academic and Personal)
  • Highlighting gaps, next steps
  • Personalised (Learner stories are different, so how do we have a genetic understanding when that means we are placing them into a category)  Every student's story is different, the way students learn is different.  But, like in modules etc, there are certain requirements / assessments / criteria that students have to meet.  This comment reminded me that it’s not about saying to every student that they must do a Blog / or tell their story in a specific way, but rather:
    • This is what Hubs are about
    • This is why we have Learning Stories
    • This is the criteria for Learning Stories - how students meet this criteria will depend on them, working with their coach.  

  • Academic:  Tracking through curriculum levels, Rubrics and where they seem themselves.
  • Personal: Setting personal goals through hubs, careers, goals, where they see themselves when leaving school.
  • Developing the whole learner (cultural, academic, personal, progress)
  • Enduring - easily accessible, persistent till Yr 13
  • Realistic, authentic and natural
  • Reflective, responsive - main purpose s for own reflections, not showing off
  • Encourage connections with Whanau
  • A hybrid of learner portfolio and reflections
  • Progression towards academic and personal excellence
  • A way of sharing learning with whanau
  • Student owned, student empowered.
  • Academic and Personal *
  • Progress - not just the outcome
  • Portfolio of projects / inquires and reflections on what it means.
  • Mixed perspective story about a learner’s learning in all aspects.  i.e. extra curricular, personal, hubs, modules, dispositional and academic etc…
  • A running narrative, rather than a summative looking back.
  • Should encompass warts and all - failures to learn from.
  • Need the learner story to be a diagnostic too - where do I have areas that need development?  What are my strengths?  
  • Authentic - not to be mixed up with reporting.

How might our learners tell / track their story?

  • Blog *
  • An app
  • Photos
  • Email home - their responsibility?
  • Portfolio - which mode - there are so many and it’s hard to keep up.
  • Visually
  • Needs to suit the story teller
  • In a HPSS Community we have decided to use a Blog to evidence their Learner Story to evidence their Learner Story.
    • long term it's a good way to show progress
    • Is this the best option for individual students?
    • The blog is a visual way to communicate and reflect on their learning
    • A way of tracking
    • There are still questions around this
    • A good way to track goals
    • There may still be too much information in a blog to present in an IEM situation
    • Is it for everyone - Depending on what suits individual students

  • Blogs with template or scaffolding (ie. Aaron’s prompt cards)
  • Timeline or achieve view for at a glance micro look
  • Some sort of zoomed-out glance view with modules, summary sentence etc.
  • Blog or Seesaw APP
  • Could be a google doc or google site
  • Students need to be Asked! Completely agree - ‘learner narrative’ was done to students and if we want them to be empowered and for the story to be theirs then we need their voice.  However, so students can decide on how they can best tell their learner story they need a criteria to work from.
  • Google site so can be shared with teachers, whanau, whoever they want to share with.
  • Learners should have choice (UDL) - it should suit the learner style, not ours.
  • Needs to be flexible and should be able to include a range of media.
  • Doesn't need to be online so that it can be useful for all stakehoders:  kids, whanau, coaches, teachers

OVERARCHING LEARNING OBJECTIVES:
To REFINE by developing your personal and academic excellence through reflecting, goal-setting and conferencing (including IEMs/exhibitions/sharing Learner Story),
To FOCUS by prioritising and planning your LearnPath
To MAKE SENSE by understanding self and by connecting and empathising with others
To EXPLORE by investigating the Hobsonville Habits
To GENERATE by communicating your Learner Story

Part of the work this year that was carried out by another teacher was around a habit tracking tool. https://heemimcdonald.wordpress.com/2016/02/14/hobsonville-habits-tracking-learning-dispositions/


I am going to switch tacks for a little while, I hope to get some data soon from my hub students and others about learner stories. 

Live More Awesome

Last year we had a group come in and talk about the gratitude journal. The live more awesome group came into school and talked about the mental wellness of all people. As part of this programme we were left with gratitude journal for students to write in once a week what they were grateful for.  


Headspace
https://vimeo.com/90758138 How headspace works

As part of our hub curriculum we are to look at mindfulness, as part of that 
The headspace app was recommended to our students by another presenter, https://www.headspace.com/headspace-meditation-app The pity was the cost of the in app purchases. 

Unstuck
The second thing that I have seen lately is the unstuck app
While i like the idea of the app, the one that intrigues me is the cards. The tip cards and superpower cards. http://madeby.sypartners.com/ These are something that I can see providing students with starters on the learner story. 

Collecting first part of data.
As part of Hub this morning, what do students think learning stories are about:
Students feedback about what they think Learner Stories are.
Through one of our community meeting on Tuesday one of the suggestions for learning celebrations was, how could a student create a book at the end that shows the learning story. This could be an outcome that is incorporated into the final look.

As well as thinking what this could look like and be developed, I have been thinking about how to get the students to own this? Qualification 2 Digital Technologies could have this being developed as a project, students developing their own way to record and develop their learning story.



Friday, 7 October 2016

Changing nature of Digital Technologies?

I am thinking about what these would look like in my current context and future visioning of what this subject could look like in 5-10 years time. I am not looking at the ideas of programming or computer science, as this seems to be what everyone talks about. I am looking at other areas in this post today.
I tend to ignore social networks, this is due to historical reasons around bebo, myspace. Looking at what is happening with the ideas of instagram and facebook, snapchat. It is a way to share ones life, developing campaigns around social good could the focus instead, allows for the integration of digital media, the development of good digital citizenship ideas and programmes as well.
Ability to evaluate the role of social media and how it impacts on society. Do they understand the role of social media and how it related to society.

What does a good digital campaign look like through different digital media.
Getting more focus on the development of own images/animations/design to support better outcomes for students.

How can we look at the technology that is in the pocket of students to allow them to make better videos. Develop better images. I look outside at present and see students with gimballs attached to gopros to make skateboarding videos to support their learning. Why are we not looking at how integrating of learning areas can be better used to support student outcomes. These are great ideas at lower curriculum levels and I see a huge range of success for teachers and students that can tell their story. 

One of the integration that happened naturally in my school was electronics and art. Getting students to develop ideas of native birds or pests and developing electronics to help make it move. I plan on developing this in a later post.

To me we still haven't looked at the ideas of the changing nature of databases, while we look at how to develop and construct, we are not looking at how to deal with the concepts of big data, and why this will be an issue with Internet of Things. Databases are also changing in their nature with web environments, having to be more flexible and fluid. Think of twitter and its scalability issue with the Retweets of the ellen image that broke it. While students may not create databases that big they should still be aware of some of the limits of the technology. With the changing nature of database system moving away from servers to more service base. One thing that I forget to include when I initially wrote this was the application of API, getting students to be able to bring in information from an outside data source. Consider the fact of mashups and being able to use information from the likes of opens source data to being new ideas together. I look at the information coming together that nzherald are using.

Cloud development and ideas need to be considered with the ideas as we move away from information stored on our own systems. "Considering the feedback from tertiary is that they cannot do sharing of work, like google drive and onedrive and therefore want it removed from the unit standards".
Also taking this into consideration with the office productivity tools, consider what is in the current standards and how it still includes ideas with certain office productivity tools and how this could limit the online environment as well as open source.

As has been pointed out on the subject association group, what about new technologies, how will they be considered within this, Many of the ideas that we are working on have to be under the Conceptual or prototype generics as we cannot do any around the skills standards.

Splitting aspects of digital media? This is a huge issue with what has been though the group.
One of the biggest issues that have developed in the last couple of years and keeps coming up is the one around game development, I believe that could really develop something that is not just around the product, but the thinking and learning that goes into it.
Should desktop publishing come under the digital media, or is it already being covered better in art/design.
Also have a better focus on User Experience design.

We also have modelling that needs to be considered, 3D modelling of environments (which could possibly go under the Design and Visual Communication standards) but also the development of 3D printing, these are something that cross many technology areas, should they be developed for just one area.

Could their be standards to support the engineering of robotics to develop autonomous systems?

Even stating that CSS should be used in a web development assessment is starting to become an issue. Why do we not include statements about design/responsive instead of stating technologies.

What will be the impact of Virtual Reality, Augmented systems as they have more tools to support the development of ideas within the classroom. How does an idea of a virtual tour look when people can actually do a 360 walk and movement using VR or Google Cardboard or when google glass comes back, you know it will.

How will wearable computing be developed, built on, we have a world of e-textiles and teachers wanting to develop great ideas through creative technologies. The ability to make clothes change colour, play sounds and interact with the world around them.

As stated earlier in the year, the development of better infrastructure standards and a pathway to support the learning of these. Many students are building there own computers younger now.

We need to think differently, if we are looking at the potential of what students come through school learning, why should office productively tools be assessed? Should it state that students should learn 3 different programming languages before year 10? If students are going to digitally literate.

Why are we just considering standards that could be round skills and knowledge, why not the soft skills that tertiary and employers are after.

As has been stated, digital technologies could be considered more of a collaborative(while doing something else) environment, agree that we should standards that support this, but not only this, but research/inquiry for students to actually do a proper piece that could be published in a students educational ,
New media literacy.
Managing yourself in a digital world? Where there is constant demand, is there a health crossover
Virtual collaboration, can they work with others, not just in own school, but with outside partners.
21st century fluencies/future of work needs to considered.

Considering the list here...
  • Algorithms
  • Programming
  • Data Representation
  • Digital Devices and Infrastructure
  • Electronics
  • Digital Applications (USING stuff, like office software, digital cameras, etc. etc.)
  • Digital Media (Film, audio, graphic design, print media, wysiwyg web stuff)
  • Web Design and Development (writing HTML/CSS, building websites, and then web apps using databases, JS etc. etc.)
  • Humans and Computers (HCI, UX, computers and society, digital citizenship, computers and problem solving etc.)
While some of these have been put in as extra, when the original documents came out in 2009 I think, the missing components was humans and computers.

While many of the areas that have been talked about are at secondary school, there is still a lot of thought that needs to go in to what are we looking at what is coming through. How can a curriculum be written to support 13 years of schooling, While teh fundamental of the digital technologies space may not change, it is however how they will be presented to students that will change.

I hope you get through all of this, as there are some big issues and ideas in here. While there are not solutions offered.