Digital Image Manipulation in English

Earlier this year I was approached by Ms Tam Yuill Proctor, the Head of Department for English. She was interested in the potential for students to use digital image manipulation during their study of static images. I thought that this an exciting project to assist with, but immediately recognised that this is an area that I had very little experience in! What was particularly exciting is the potential to expose Year 9 students to the concept and then progressively up-skill them through to Year 13 where the requirements are obviously a lot more challenging.

static

Challenges in Digital Manipulation

My limited previous experience with students in their area has taught me that students primarily fall into two categories. In any class there will be a small number of students, typically 2-5, who have extensive experience, and interest in, digital manipulation of images. These students have typically used Photoshop, and are relatively advanced in their capabilities. The second, much larger, group of students have virtually no experience in this field – and they can often be intimated at the prospect.

Finding a tool

Here at St Andrew’s College we have a range of devices in each classroom as part of our 1:1 program. As an IT team we felt that there were three main criteria that any product we were going to recommend must meet:

  • Able to be used on Mac and Windows laptops
  • Be free to download and use
  • Be complex enough for Year 13 English students

Based on these criteria we decided to investigate the potential of GIMP as a platform for these tasks. gimpEarlier in this post I mentioned the two categories that students fit. The same is true of staff. I fell, very clearly, into the second category – totally inexperienced. It was great that here was a situation that was forcing me to upskill in an area, ready to help students investigate and apply the potential gains to be had using such technology to display their understanding of curriculum content. I found Gimp to be intuitive, relatively easy to use, and it was pretty easy to apply its basic manipulation tools.

“It was great that all students were using the same platform and that they had access to technical support.” – Mrs Helaina Coote – English Teacher

Year 13 Task

The focus of the Year 13 unit of work was for students to create a 8-10 minute presentation or visual essay that explores a theme from the film studies; in this case Tsotsi. Students were being assessed against the Achievement Standard 91477 ‘Create a fluent and coherent visual text which develops, sustains, and structures ideas using verbal and visual language.’

“This standard forces students to develop grit, resilience and perseverance. Progress does not always come easily or immediately.” Mrs Helaina Coote – English Teacher

In previous years many students were attempting to use Photoshop to complete this task, but were becoming bogged down in the detail of the product, with staff frustrated that they did not necessarily have the skills to assist. This year, the decision was made to directly teach students how to use the tool, and support them during class time to use it effectively.

Prior to beginning the task students were introduced to GIMP and instructed on how to use the basic functionality of it. An important part of this was giving students time to experiment with some of the more fundamental functionality of the product such as overlaying images, changing block colours and cropping images.static2

Having had an introduction students were then in a position to begin work on their production. What was particularly important here was that students, who may have no experience in digital manipulation, felt supported. I predominantly spent time in two classes; taught my Ms Helaina Coote, and Ms Phoebe Wright.

Once the students had created a number of different images most of them chose to import them into PowerPoint so that they could add music and animations to ensure that they met the requirements of the assessment task.

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For me personally what was particularly interesting was seeing the skill progression and increases in confidence that all students showed. It was also great to see the upskilling of staff as they learnt next to their students. This was echoed by both teachers involved:

“Teacher shows students willingness to learn. It is good for students to see that help is accepted. Students are supported to learn the tool.”

 

Future Challenges

This is a Challenging assessment task. On reflection there were some students who became a little engrossed in the details of each image, particularly as they we learning the tool. These students found it difficult to work fast enough to create the required number of images. Hopefully, the fact that a number of classes ranging from Y9-Y12 were also introduced to Gimp this year should hopefully enable those students to approach this task with more fluency as they progress through their English education.

This task is a perfect example of how eLearning is integrated into classrooms here at St Andrew’s College. I believe that as students add to their skill year year-on-year we will see further improvement in the complexity and quality of the digital images they are able to create. It is also a great way to support students, and staff, in learning a new tool.

Managing Minecraft In A School

minecraft-bannerNote: this is quite a lengthy and, at times, technical post about configuring and deploying Minecraft in a school when choosing not to use the new Microsoft Education Edition. The following is the structure of the blog if you want to jump to a particular point of interest:

  1. The Background Situation: existing Minecraft usage and identified problems.
  2. The Opportunity: what we felt we needed to deliver to run our own Minecraft server securely and easily.
  3. The Technical Setup:
    1. Server
    2. Mods
    3. Client Installation & Deployment
  4. Where To From Here:

Minecraft, the hugely popular game with students of all ages, is described as:

A game about placing blocks and going on adventures. Explore randomly generated worlds and build amazing things from the simplest of homes to the grandest of castles.

The Background Situation:

houseA number of our teachers have already integrated Minecraft into teaching units in the past, most notably Mr Wilj Dekkers with his creative writing units and Kiwiana-themed parks and Ms Donna Jones exploring a Centenary related project.

Despite this initial success there has always been some problems with administering Minecraft, particularly around easily and securely allowing student interaction and collaboration in these virtual worlds. To date, teachers have had to rely on students using the Minecraft Personal Edition meaning it was essentially single player mode only, removing the ability to collectively work on a project together. To promote greater student engagement and allow the key competencies to be fully utilized in learning through Minecraft, alternatives needed to be identified.

In late September 2014, Microsoft purchased Minecraft for $2.5billion which held out the possibility of a deeper integration into Office365 and Microsoft’s wider Education strategies. It took just under two years before Minecraft Education version was released, during which time an alternative Minecraft Edu was essentially shut down and absorbed into Microsoft’s new Education version. This was a shame as the Edu version was very good, allowing the use of numerous custom mods (modifications to improve/customise the game play) and it could be run on a hosted server, not just on the student’s personal device.

Surprisingly, the announced version of Minecraft Education in January 2016 ended up having some key functionality removed, arguably for the sake of simplicity:

  • There was no ability to host the game on a stand alone server – now it would be installed and hosted via the teacher’s laptop computer (this raised significant security concerns for us and ultimately was a show stopper).
  • There was no custom mod support whatsoever. Over time, it was the ability to modify and customise the game play that had contributed to the enduring appeal of Minecraft and without this, the default game play was less appealing.

The upside, however, was that licensing was incredibly easy to manage and, if you were prepared to overlook security concerns, deployment for a teacher in a basic network would also be simplified.

An example of students using Minecraft Pocket Edition in previous years

The Opportunity:

After the initial disappointment of realising we would not deploy Minecraft Education as soon it was released, Mr Wilj Dekkers engaged in a number of discussions with myself and Mr Joshua Harrison from the St Andrew’s College ICT Services Team to explore how we might progress forward with Minecraft. Very quickly, some key features were identified:

  • Teacher Control: teachers would need the ability to easily manage students within the game. Without this, the chances of students running amok and getting into mischief was very real. This would require third party mods to achieve and a strategic plan around how Digital Citizenship teaching could be included into the Minecraft worlds.
  • The Minecraft server needed to be hosted centrally so that it could be controlled by the ICT services team, whilst still allowing the delegation of in-game management to teachers and to those students identified as leaders who could be student administrators.
  • Teacher/Student administrators needed the ability to maintain / deploy approved mods and perform low level administration work e.g. restarting worlds, creating/deploying new worlds.
  • Finally, the issue of how to deploy a pre-configured client onto student BYOD devices in a quick and simple manner, without disrupting any existing installations of Minecraft they may have already installed.

The above list of requirements needed addressing if we were going to be able to  build a sustainable environment for integrating Minecraft into the eLearning strategies at the College. Joshua decided he would explore various options based on his prior knowledge administering various Minecraft servers in his own time and see if there could be some suitable solutions to use at St Andrew’s.

Technical Setup:

Server:

For the proof of concept, we decided to use an existing HP Compaq 6000 that was spare. The specifications of this machine were pretty light weight, having only a Core2 Duo CPU and 4GB of RAM. It remains to be seen if this will be sufficient and we anticipate needing to increase the resources of this machine as more users and worlds join.

After exploring various different versions of Minecraft, Joshua settled on 1.7.10 1.10.2 (this version is required to be compatible with Sponge. The earlier version was needed for supporting Bukkit which we are no longer using – see below). To support the deployment of these mods, two frameworks were necessary:

  1. Forge 
  2. Bukkit This has been replaced with Sponge due to a potential copyright issue; this has resulted in dropping KCauldron as well.

These are essentially APIs that allow other mods to run on the Minecraft server and normally a Minecraft administrator would use only one or the other of Forge or Bukkit. However, as will be seen, it was necessary to use both and to achieve this an additional third party tool called KCauldron was necessary to enable the use of different mods on the same platform to work nicely together. With the use of Sponge, there is no need for third party tools like KCauldron, as Sponge integrates directly into Forge.

Minecraft Server Dashboard

Minecraft Server Dashboard

Another important tool was MC Dashboard which allowed Joshua to use a graphical user interface (GUI) rather than a traditional command line interface (CLI) to administer the Minecraft server. This tool provides easy oversight into server resource usage, connected users and other important information.

Mods:

As mentioned earlier, it is really the mods that create the key appeal of Minecraft in schools, as it allows for customisation of the worlds and gameplay and, sadly, was something that Microsoft chose to remove from their Education edition. It’s easy to see why, however, because mods are also one of the trickier components and can easily lead to problems of version compatibility and contribute to a poor user experience. There are three key mods that Joshua has deployed for the StAC Minecraft server:

  1. Multiverse: Project Worlds: (Project Worlds replaces Multiverse due to the changes above relating to Bukkit – everything following remains the same) This is a key one as it allows us to run parallel worlds on the same server, whilst enabling teachers and/or students to jump between worlds at will. Put practically, a teacher could create a world for a collaborative social studies project where students need to work towards an assessment or project, whilst having a separate world for “free play” and experimentation. Without Multiverse, projects would need to be separated spatially within the same world which would inevitably lead to problems, such as having to walk a long way to go from one project to another – it all takes time!
  2. PermissionsEX: PermissionManager: (PermissionManager replaces PermissionsEX due to the changes above relating to Bukkit – everything following remains the same) This mod allows for differing levels of user permissions groups, and the following four were setup for school usage:
    1. Student – a basic user who can only do the default game play such as build/place etc
    2. Student Administrator – have slightly elevated controls such as the ability to move other student users around, freeze them and do other temporary modifications. These permissions are designed to support a Digital Citizenship component where students can be educated and entrusted to self-manage as much as possible within the game. The assigned permissions here were carefully selected by Joshua to prevent a student who had prior knowledge of how Minecraft administration works from being able to execute any command.
    3. Teacher – has access to most of the Minecraft server administration, can create new worlds, can kill off users, teleport users between worlds and other main administration functions.
    4. Administrator – aimed at superusers and, at this stage, reserved for ICT staff to support the server installation as necessary.
  3. ICY Admin: The Minecraft Macro/Keybind Mod (This was used to replace ICY Admin due to the version change of Minecraft) This is the key mod to bring the above together into a user-friendly GUI allowing for in-game administration from a graphical menu for the above user groups. The available menu options in ICY Admin The Minecraft Macro/Keybind Mod have been built from scratch by Joshua and are controlled by a config file on the Minecraft server itself. Users access the menu system during game play by hitting the tilde key (~) and this replaces the need to execute console / CLI commands within the game. This makes it significantly easier for new users to engage with the game and reduces the barrier-to-entry for teachers who may wish to administrate but know none of the commands.
    1. Some of the controls available via ICY Admin The Minecraft Macro/Keybind Mod include things such as “freeze” a user/all users in place (useful if you effectively want to pause the game for a break), teleportation of a single user / all users to a shared starting point or, for example, if you wanted them all to be in the same place to work on the same project. Additionally, environmental settings can be controlled in this way e.g. make it rain or snow, or set it to always be night time.
sponge-gui

The control interface for teachers and student-admins when using The Minecraft Macro/Keybind Mod (which replaced ICY Admin)

These three core mods are what allows the overall setup and administration and, through conversations with Mr Dekkers, are probably sufficient to enable most scenarios of how Minecraft might be used at this stage. Two in-game mods specifically requested by Mr Dekkers were IndustrialCraft and ComputerCraft both of which allow for significant learning opportunities. IndustrialCraft supports things like electricity generation and storage through batteries and transferring into different parts of the game, whilst ComputerCraft is essentially a full programming language accessible by computers in the game.

 

Client Installation & Deployment:

Windows installation batch script

Windows installation batch script

With the setup of the Minecraft server achieved, the final part of the solution was how to easily deploy this to the individual student BYOD laptops. St Andrew’s College has a choice within parameters for BYOD, meaning students can bring either a Windows 10 laptop or an Apple MacBook running OS X.

It was important that there was an easy, stress-free way for teachers and students to install this version of Minecraft onto laptops that did not necessarily need to involve the ICT Services helpdesk team at the College. Joshua was pretty confident he would be able to write some batch scripts for Windows and I suggested he check out OS X’s Automator  as a way of scripting installation for the MacBooks. Interestingly, he found that he was able to script the installation on MacBooks with Automator in about half the time it took to write a batch file for Windows.

The tasks in the Automator script to install onto a MacBook running OS X

The tasks in the Automator script to install onto a MacBook running OS X

The key to making this happen was Minecraft MultiMC, an open source launcher for Minecraft that allows users to run completely separate installations of Minecraft with ease, meaning that we could confidently encourage students to install this version without affecting any other installation of Minecraft they may already have on their laptop.

MultiMC Interface

MultiMC Interface

Essentially, a student is provided with a USB key that has an installer launcher that copies MultiMC and a Java installation into a new folder, whilst setting up short cuts in their Applications folder so they can run the game.

Interestingly, Joshua opted to not include a copy of the Minecraft client application itself within this installer file, instead relying on students having to enter their own Minecraft credentials (linked with their personal paid licensed copy) which would then trigger the download of the client application of Minecraft. This way, we are not distributing any commercial software illegally and the download only adds 1-2minutes to the overall installation process. The key benefit, however, was that MultiMC is already configured to point the installation to the College’s on-premise Minecraft server meaning there was no additional configuration required for students. Additionally, Joshua set this up to run on a non-standard port so that if other students were using Minecraft at school they could not accidentally connect to the school’s Minecraft server and become a nuisance.

All up, it takes less than 5 minutes for a student to install this version of Minecraft from a USB key provided by the teacher.

Where To From Here?

industrialcraft-windmill-and-furnaceI am always really happy when members of the ICT Services Team have an opportunity to use their prior experience or personal interests to contribute to the teaching and learning at the College in ways like this. It is one of the unique things about delivering ICT in schools compared to other environments and the ability to be involved in this way is enjoyed by the staff. Talking with Joshua he admitted to being a bit worried about how to deliver what needed to be a very simple solution that could be managed by students and teachers whilst still being secure and stable:

I had a huge sense of personal satisfaction with the finished solution because I was a bit worried about how I would be able to deliver all of this at the start, or even if it was possible. Ultimately, it was ICY Admin that made it all possible and this was something I found only through researching for this project. It’s nice to know that the hundreds of hours I’ve spent administering Minecraft servers in my own time have paid off and could be used in an educational context.

Mr Joshua Harrison

For me, it is pleasing to know that we have a secure, robust and extensible platform which teachers will be able to use relatively painlessly thanks to the efforts of Joshua in this area. It remains to be seen what interesting curriculum uses arise from this and I’ll certainly be posting a followup blog highlighting this.

Of course, as Microsoft continue to develop their Augmented Reality HoloLens solutions, then perhaps the future of Minecraft will be 3D as this video shows:

StAC Students Team Up To Form Souldrop

band

The four members of Souldrop

Recently I caught up with Finn Perring, Anna Bennetto and Grace Dephoff who are part of a wider group of students that make up the band Souldrop. Anna leads the vocals, Finn plays bass guitar and Fin Gilzean (St Thomas of Canterbury College) plays lead guitar whilst Elliot Millar (Burnside High School) is on the drums. Formed in April 2016, their first single Mill Bay was released in August with an accompanying music video shot and edited by Grace Dephoff and their 5 track EP will be available from the 9th September 2016.

UPDATE 25/9/16 The band’s self-titled EP is now available and embedded below via Spotify:

 

I was particularly interested in the technology the band used to record the track as well as edit the video, however to understand all of this it was important to learn of the various musical influences on the band.

  • Elliot is a jazz and big band drummer, representing Burnside High School in various musical competitions.
  • Fin learnt blues and classic rock guitar, mostly from his father
  • Anna has been performing for over ten years in musical theatre shows, as a jazz singer in various bands as well as one soul band.
  • Finn is a classically trained guitarist who plays Spanish flamenco guitar, but bass for Souldrop.

Recording & mastering the audio track:

Most of the audio track was recorded in the St Andrew’s College recording studio with the vocals, drums and bass all being laid down in this environment. The lead guitar parts, however, were recorded in Fin’s bedroom using Apple’s Garageband. Once finished, these guitar recordings were sent to the other Finn (Perring) to add to the other instruments and mix the recording in Apple’s Logic Pro X. To this end, the band never played the entire song together in the same room during the recording process, instead relying on the use of over-dubbing to achieve the best sound.

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From a non-musicians perspective, I found this a fascinating way to craft a complete song, through the selective and judicious extracting of various takes of the song and merging them all together in an order that produces the best quality song. Additionally, the song was a very collaborative effort with the idea of the song first coming in a formative stage to Finn Perring around two years ago, before drummer Elliot and lead singer Anna co-wrote the lyrics for the song.

Recording & editing the music video:

Grace Dephoff filmed all of the footage for the video in a single afternoon using a Canon 70D camera with the 16-24mm lens and a 50mm lens borrowed from Mr Dave Jensen who works in the TV studio at St Andrew’s College. There was a limited script for the recording of the music video, instead a desire to keep it as natural as possible for the band members. One of the most clever features of the music video is the fact it is in slow motion, whilst keeping the music and singing in real time.

filming

Grace Dephoff filming the band

This was achieved by having the band perform the song at 1.5x normal speed from speakers that they could hear to help them keep time, whilst Grace filmed at 50fps so that it could be later slowed down to 67% normal speed and still look smooth after this editing had taken place. The end effect makes it look like the band are in time to the song, even though they are in slow motion. Grace had learnt of this technique from a former guitar teacher she and the whole band were thrilled with the end result and how it looked.

To edit the hours of video footage, Grace used Apple’s Final Cut Pro, a tool she was largely self-taught in after graduating from using Apple iMovie for a number of years, including winning numerous prizes at the annual St Andrew’s College Film Fest. All up, she spent around 10 hours editing the footage and another 6 hours completing the colour grading in the video.

Distributing and Promoting the single:

The band are using a combination of word of mouth and social media to get exposure for the first single Mill Bay, combining messages on Facebook, Instagram and, of course, the YouTube channel itself. They have added a number of live performances as well, including lunchtime shows in the St Andrew’s College Quad, an assembly at Burnside High School and a performance at St Thomas of Canterbury College as well. There is a planned interview on 98RDU radio station as well on 14th September.

TunecoreLogoThe song has been released through TuneCore which is a digital media distribution company which automatically publishes the song to the main digital music platforms including Spotify, iTunes, Amazon, Google Play, Shazaam and the YouTube channel the band have created as well. Anna and Finn’s focus at this stage is getting the song out to as wide an audience as possible and any revenue that is generated from the track being played is a bonus. TuneCore will send the band monthly statistics around the performance of the song on the various platforms.

In terms of copyright and protecting the song, the band have chosen to use the Creative Commons licensing platform. They recognise that this license might not stop another band from being able to sample their work, but they will be required to acknowledge Souldrop as the source of the original content for the sample.

What’s Next?

The band are keen to keep gigging and playing as many live performances as possible to increase their exposure and improve as a unit. They are also thinking about recording another music video for one of the other tracks on the soon to be released EP.

My Thoughts

I have been super impressed with the members of the band that I have met so far, both in terms of their musical ability but also their technical skills to be able to produce such high quality recordings and videos. It is always pleasing to see that skills that have been taught and learnt at St Andrew’s College are finding a creative outlet in the areas of student’s own interests such as being part of a band.

team

The wider Souldrop crew including Anna Bennetto (back row, second from right), Finn Perring (back row, far right) and Grace Dephoff (from row, first on the left)

This song and video highlight how technology has enabled students to create high quality, professional looking videos and promote them digitally to an international audience. When I pointed this out to Finn, Anna and Grace their reaction was a mixture of pride and nonchalance in the work they had created, highlighting to me just how natural the use of this technology is to students these days. Importantly, they had thought about using Creative Commons to copyright their work demonstrating an inherent understanding of the value of their music and video.

Finally, there is opportunities for this work to be credited against various NCEA internal Achievement Standards in some subjects (mainly English/Music) which would be a serendipitous outcome of what is essentially a passion project for these students. This is, perhaps, one of the biggest outcomes and reasons to pause for thought from this. If schools were able to recognise the creative output of students in areas of their interests perhaps we would finally see the flexibility of NCEA that is often talked about, yet rarely achieved.

Fostering Lifelong (e)Learning in Staff

Earlier this year I profiled Ms Donna Jones from the English Department. One aspect of that profile was a mention of her embarking on a Postgraduate Certificate in Applied Practice (Digital and Collaborative Learning). She is the first staff member at the college to be enrolled in this qualification, so as she nears course completion, it is a perfect time to catch up with her regarding her progress.WIN_20160816_14_23_01_Pro

Collaboration with colleagues

One of the most pleasing aspects of the course for Donna has been the ability to collaborate with colleagues from a variety of different schools, and teachers of other year levels. These opportunities for collaboration are an important aspect of educational postgraduate study like this, as Donna describes:

‘It has given me a much clearer understanding of the big picture educational landscape across Canterbury. Engaging with teachers from all sectors has been both enlightening and inspiring.’

A second aspect of the course that Donna has particularly enjoyed is the hands-on time that is spent learning through technology. Donna has thoroughly enjoyed working with stop-motion, robotics, and AR. This increased awareness has manifest in a new-found interest in the potential of concepts such as gamification to help raise engagement and achievement in her English classes.

Finally, she has gained a greater understanding of the theories of leadership, particularly Transformational Leadership in 21st Century Learning.

Applying Learning in the Classroom

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Students making stop motion

Whenever staff attend Professional Development courses, one measure of success of the applicability of that development, is the impact that the new learning has on classroom practice. One particularly pleasing aspect of Ms Jones’ participation in the course is the immediate applicability of her new learning.

She has already been able to develop different ways of assessing existing concepts. An example of this is the use of stop motion as a way of assessing understanding of theme within a novel study. She has recently done preliminary work to investigate the use of an ‘Escape Room’ with Year 9 students which complements her implementation of a cross-curriculum project solving real-world problems; used last year.

‘The course has been a reality check and reminder that if we as teachers don’t engage with 21st Century technology and integrate these into ou programmes, we are not providing students with the correct preparation for their future. The pace of change in classroom technology is both exciting and frightening.’

eLearning Through The Lens Of Key Competencies

EdTech SummitIn the last week of Term 2 I had the opportunity to present at the NZ Tech Advance Education Technology Summit hosted at Massey University’s Albany Campus. Key topics and subjects discussed include:

  • Inquiry | Creativity | Collaboration – The role of technology in modern learning
  • Developing teacher understanding and encouraging implementation of collaborative and digital learning methods
  • Integrating and encouraging digital technology adoption in curriculum and classroom
  • The new narrative: IT training and computational thinking
  • Building technology into the curriculum – lessons, challenges and what we’ve learnt along the way
  • Collaboration at the forefront of today’s teaching environment

When preparing what I wanted to share at the 40 minute session I had been given, I decided on using the Key Competencies from the New Zealand Curriculum to explain why some examples of eLearning from four St Andrew’s College teachers had been successful. Additionally, I wanted to use authentic student voice to highlight this – fortunately, having been blogging on this site for over two years now there was plenty of examples I could draw on.

If you are interested in an independent view of my session then you can see this micro blogs from Nathaniel Louwrens here and this brief reflection from Andrew Corney here. You can download a full copy of my slides from the presentation from this link on dropbox.com.

The Key Competencies are at the heart of great teaching and learning in New Zealand and are the bedrock upon which effective eLearning can be built on.

Key Competencies

The Key Competencies from the NZ Curriculum

It’s worth reading over the entire descriptions of learners who demonstrate the 5 Key Competencies but some highlights I pulled out to share at the conference included:

  • Thinking: is about using creative, critical, and metacognitive processes to make sense of information, experiences, and ideas … Intellectual curiosity is at the heart of this competency … [Students] reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions.
  • Using Language, Symbols and Texts:  Using language, symbols, and texts is about working with and making meaning of the codes in which knowledge is expressed  … Students who are competent users … can interpret and use words, number, images, … and technologies in a range of contexts … They confidently use ICT to access and provide information and to communicate with others
  • Managing Self: This competency is associated with self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners … It is integral to self-assessment.
  • Relating To Others: Students who relate well to others are open to new learning and able to take different roles in different situations … By working effectively together, they can come up with new approaches, ideas, and ways of thinking.
  • Participating & Contributing: This competency is about being actively involved in communities … They may be local, national, or global. This competency includes a capacity … to make connections with others, and to create opportunities for others in the group.

I started the session off by highlighting the fact that often ICT is talked about in terms of risk. This can come from security breaches, budget blow-outs and ICT project cost overruns, not to mention distracted and off-task behaviour when using technology. I then posed the following questions:

Questions.png

I wanted to highlight how some of the best examples of effective eLearning from teachers at St Andrew’s College was firmly rooted in Key Competencies. I chose examples from the following four teachers:

Teachers

Combining OneNote & MineCraft To Create Pick-A-Path Stories:

This example is explained in more detail here and the basic Learning Outcomes are displayed below with the relevant Key Competencies included:

Learning outcomes from this unit:

  • to produce interactive pick-a-path adventure stories
    • KC: Using Languages, Symbols & Text
  • to work collaboratively online to produce an end product
    • KC: Relating To Others
  • to create stories to share online with a wider audience
    • KC: Participating & Contributing

As mentioned above, I wanted to use authentic student voice as much as possible so I included an abbreviated version of the following video so that the audience could hear students articulating their learning and the impact that technology had made:

An insightful quote from the student called Harry was:

The goal was not to just make something pretty in Minecraft, it was actually to improve the quality of your writing … after writing the story, the idea was to look back in Minecraft and see how you could improve the writing you had already completed.

SAMR DivingTo assist teachers at St Andrew’s College with integration of technology into their teaching and learning, we have adopted the SAMR taxonomy that you can see on the left.

This is a really useful way for teachers to conceptualise how technology might assist the learning outcomes for their students as well as provide them some aspirational goals for extended use of technology. Tom Adams, our eLearning Integrator, has recently written in detail about effective use of the SAMR model which is definitely worth reading if you are new to it. During the presentation, I introduced the audience to a relatively new product from Microsoft called Pulse. This enables the audience to provide real time feedback on a session as well as allowing the presenter to push out questions for quick polls. I asked the audience “What level of SAMR do you feel the Minecraft/OneNote example was operating at?” and below is their response:

Pulse SAMR

Using Microsoft Pulse for instant feedback from the audience

Inspiring Creative Writing Through Constructing Digital Worlds:

The next example I shared was again around creative writing, this time from the High School instead of a Year 6 class. The full reflection can be found here, however the high level overview of the task was as follows (with Key Competencies inserted):

Learning Tasks For This Unit:

  • Write a short story of ~600 words with a theme of “conflict”
    • KC: Using Languages, Symbols & Text
  • Students Must produce at least 4 “drafts”
    • KC: Thinking
  • Drafts must be shared with peers for feedback/feed-forward & act on appropriate advice
    • KC: Participating & Contributing

What was different about this activity is that students had to build their digital world before they started their writing and use it as a source of inspiration and planning, not just as a reflective tool for editing. Settings were constructed in Sketchup, Paint, Minecraft and the source engine of the game Counter-Strike. Here is a student Ralph talking about his world which I again shared with the conference audience:

Again, I find the language used by the student here informative, with some of his comments being:

  • I wanted readers to grasp that the bombs had come from the bank itself”
    • Clearly, the reader’s experience is at the forefront of his thinking when he is designing his digital world.
  • He blended his natural enjoyment of the game Counter Strike with his school work and learning – a win/win situation!
  • Ralph talks about adding a backstory to the real events of the London Bombings, demonstrating a wider awareness of global communities
  • “As I was designing the level I was constantly thinking of ways I could make the story more interesting.
    • This was not just technology for the sake of it – it was clearly shaping and informing his understanding of the creative writing task that was the key learning outcome here.
    • This was manifested through his drafting process where he removed a lot of the dialogue to improve the narrative flow and added more descriptive text such as the sound of the gunfire

This impressive learning came on the back of an earlier, easier task where the students in the class had leveraged an existing digital world (Google Earth) rather than having to create their own. Through the lens of the SAMR scale this makes perfect sense – the students build their knowledge and experience of digital toolsets in the lower levels of SAMR and once mastered they can progress to more difficult tasks. Here is a write up of the earlier task where students had to explain the significance of setting in a film, and this is a student talking about their comprehension.

Again, it’s important to pick up on the student’s language – the technology is integrally linked to the learning outcomes, it is not merely there for entertainment or distraction. By requiring students to record their personal reflections in this way, students are using a number of Key Competencies.

Communicate Musical Intention By Composing An Original Piece of Music Inspired By Art:

The final example I shared with the audience came from Level 3 Year 13 Music. On the first day of the conference I had been asked to be part of a Q&A Panel about integrating technology into schools and one question from the audience was essentially around what are real world examples of great technology usage in NCEA subjects. The heart of the question was around the challenge of adapting existing assessments to be technology rich and I answered it by a brief description of this example from Mr Duncan Ferguson our Head of Music.

  • Using AS.91419 (3.4)
    • KC: Using Languages, Symbols & Texts
  • Students are required to reflect on their composition and explain the connection with the art that inspired them
    • KC: Thinking
  • These are largely independent projects that the students need to work on themselves
    • KC: Managing Self

Here is the video of the student reflecting on their learning:

Flipping The Maths Classroom:

I wanted to allow some Q&A at the end of my session so I ran out of time to share this example from Mr Ben Hilliam, so I’ll briefly reference it here. In this example, the key learning outcomes included:

  • Year 9 Maths: solving Linear Equations
    • KC: Using Language, Symbols & Text
  • Students were required to watch the instructional videos and then attempt the practice questions
    • KC: Thinking
  • Students needed to regularly complete check lists indicating their progress
    • KC: Managing Self

Here is an example video made by Mr Hilliam:

What I most liked about this example is that students were not left on their own to just work through it, the teacher is still involved through the process, despite the availability of the instructional videos. The following screenshot is from a OneNote Class Notebook showing how the student has completed their progress reports and the teacher has provided feedback:

Work eg2

I used MS Pulse to ask the audience whether they personally felt that using a “flipped classroom” genuinely created more opportunities for differentiated and personalised learning during class time. Their response was overwhelmingly “yes!”

Flipping The Classroom

An alternative way to show poll results from MS Pulse

I concluded my session with the following thoughts:

Concluding Thoughts

I really enjoyed the opportunity to present at the NZ Tech Advance Education Technology Summit and was fortunate enough to receive some positive feedback from the session:

Guest Post: Mr Dekker’s Journey With OneNote & Minecraft

This is a repost of a blog on the official Microsoft Education blog where Mr Wilj Dekkers, a Year 6 teacher at St Andrew’s College and Microsoft Innovative Educator, recaps the journey of his classroom over the last two years with Microsoft OneNote and Minecraft.

OneNote is central to the pedagogy in my classroom and school. When you walk through the building you can witness the everyday use of the application from Year 4 to Year 8. You will see Active Boards where teachers annotate writing samples in the Content Library for students to use as a reference for their own learning. Students are huddled around their laptops debating which sources of information are most relevant to include in a shared notebook, and staff are reviewing meeting notes shared through a Professional Learning Group’s OneNote.

Preparatory School Inquiry Learning Model

Preparatory School Inquiry Learning Model

St. Andrew’s College uses a custom designed Inquiry Pathway—the core of which is built around helping students develop a collaborative approach to learning. The approach is question-driven, encouraging students to find the answers themselves, coming to their own conclusions. As a teacher, this is exciting; we plan and facilitate but cannot predict the final outcome.

Having planned an inquiry around national identity in the 21st century, I had posed a problem to my class: The Christchurch earthquakes of 2011 had left a long lasting scar on both the economy and identity of the city. Tourism was dwindling, with visitors flying in and quickly moving on to other parts of New Zealand’s South Island. I challenged my students to answer the question, “What does it mean to be a Kiwi in the 21st century?” and also find a way to bring tourists back to our city.

OneNote Minecraft 1

Students formed collaborative groups and created their own shared notebooks. They planned, questioned and researched their Kiwi icons. They interviewed parents and discussed how families from a variety of cultural backgrounds celebrated being “Kiwis” and what being a New Zealander meant to them. All of which was documented in each group’s shared OneNote Notebook.

Students began asking if they could book laptops to work together in our shared learning spaces outside the physical space of the room. They loved having the flexibility to be able to work together around a PC or laptop and then continue collaborating using OneNote at home, completely away from the physical space of the school, in the evenings. Students were so enthralled with the inquiry unit and ability to work together in real-time through OneNote. Parents even began commenting on how they had never seen their students so excited to return from school and get started on their homework.

Part of the inquiry was looking at how we could bring tourists back to Christchurch. This was where Minecraft was introduced to the class. Students brought in devices running the pocket edition and connected to shared realms via the school’s Wi-Fi. As well as working as a team to answer the big inquiry question, members of each group had individually focused on an aspect of Kiwi culture. I asked the students if they could build a theme park with Kiwiana-themed rides that incorporated elements from their inquiries.

Before long, the class was a buzzing hub of self-directed learning. Students were writing presentation speeches from their inquiry notebooks while Minecraft experts built bigger and better Kiwiana rides to showcase their learning. In the evenings, groups continued developing and improving their learning in preparation for the big day.

By the end of the third term of 2014, OneNote became a standard classroom tool. Having seen the benefits, families had started purchasing laptops for their students to use in our class. This again caused a chain reaction. Students with access to their own devices were using OneNote more, which in turn meant that more students began arriving with laptops.

This had to be managed carefully, since having a laptop in Year 6 is not required. I was wary of technology being used as a substitution tool and made sure that in my planning any use of OneNote or any other tools we were using was in ways that enhanced or allowed learning to take place in a way that could not be done without a device.

OneNote Minecraft 2

It was around this time that Sam McNeill, Director of ICT for the college, brought in six Surface Pro 3s to trial, and I was fortunate to be asked to use one in the prep school. Having always been a believer in the creative power of the pen, I was instantly won over by having the best of both worlds at my fingertips—a fully functional Windows tablet with a stylus that allowed me to write down ideas, thoughts and comments directly into my OneNote Notebooks. It did not take long for a few students to begin arriving with their own Surface tablets!

In the final term of the 2014 school year, we focused on our use of narrative; enhancing writing features and broadening our vocabulary. Using both OneNote and Minecraft seemed like a natural fit.

As a class, we read through “The Warlock of Firetop Mountain,” written by Steve Jackson and Ian Livingstone in 1982. This book was one of the first “single-player gamebooks” and was the first of what was to become a successful series of pick-a-path gamebooks called “Fighting Fantasy.”

OneNote Minecraft 3

The students loved it. We discussed modern game worlds, from Fable to World of Warcraft. How could we emulate those fantastic “Fighting Fantasy” stories using the technology at our disposal, and how could the technology enhance the quality of our writing? We wanted our readers to have the same sense of choice and adventure we had experienced reading “Warlock,” while being able to share our writing without needing to produce any form of print media.

“Minecraft brings out the creativity in me. I love remaking my story Minecraft and improving my writing.”
—Mila

Through the insertion of hyperlinks connecting pages, students found an easy way to provide choices for the reader, and as notebooks stored on Onedrive could be easily shared, the audience for their writing expanded quickly. Students were sharing and collaborating on their adventure stories by allowing editing rights to certain classmates deemed to have the relevant skillsets to be seen as official class editors.

The inclusion of Minecraft was thanks to Ms Tam Yuill-Proctor, a Year 10 English teacher in our college. Students in Tam’s creative writing class had used Minecraft and other 3-D authoring tools to create worlds for their stories.

“Using Minecraft made my imagination go wild with thoughts!”
—Kinda

Our Year 6 students took Tam’s idea and expanded upon it by using Minecraft to both plan and develop their writing, as well as to review and revise the content, descriptive phrases and vocabulary. As their Minecraft worlds grew, so did their stories, which were housed in OneNote. In some cases, we had 10-year-old boys who were not big fans of writing producing 5000-word interactive pick-a-path stories. We published a blog entry detailing the OneNote and Minecraft pick-a-path story.

“Minecraft was helpful because it made me notice all the little details in my narrative that were never in my original bubble plan.”
—Padric

By 2015, most teachers in the prep school had embraced OneNote. The superb OneNote Class Notebook app creator was now an important element of Office 365, and students were appreciating the structure of the Collaboration Space, Content Library and their own personal sections.

Teachers were appreciating the organizational simplicity of adding resources and lessons into the Content Library for students to use in their own sections. Within my Year 6 class, multiple students arrived at the beginning of the year armed with Surface Pro 3s.

OneNote sections became collaborative planning spaces for groups designing games and interactive narratives; students naturally made use of the Collaboration Space to form group sections for our prosthetic hand designs for the 3-D printer.

This was also the first year that I started using Minecraft in Math. The students in my group weren’t huge fans of math. I knew they were capable of so much more, but their personal attitude towards the subject was that it was hard; comments at the start of the year were mostly, “I’m not good at math.” My focus was to change their attitudes to that of a growth mindset where they say, “I’m not good at math, yet!” Continue reading

Modelling Google Earth Tours & Internet Research

Barry Martin PhotoI was recently invited to speak at the weekly St Andrew’s College Chapel Service. One of the features of these services is the Deputy Head Prefects walking up the centre aisle at the conclusion of the first hymn, and saying “Today we remember ….” and naming an Old Collegian who was killed in action.

For my Chapel, I researched Barry Martin, student #101 at St Andrew’s, who attended from 1918-25 in the Preparatory School and completed his first tour in the RAF before volunteering for a second and eventually completing 46 operational missions over occupied Europe, before being killed on 2nd February 1943.

To visually represent Barry’s life, I opted to build a Google Earth Tour (something I shared on at the recent TeachMeet hosted at St Andrew’s) and indicate places of significance such as his birth (Waiau, North Canterbury), where he attended school (here at St Andrew’s College), through to his various flight training and operational bases (Canada, Mildenhall and Oakington) and his final resting place (Rotterdam General Cemetery). Google Earth tours are something we have encouraged teachers to use and some good examples include:

Targets

The yellow pins in this Google Earth screenshot represent targets Barry Martin navigated his crew to, over the course of his 46 flights.

The entire story that I shared at the Chapel Service can be seen in the video at the top of the blog, however you can see the start of the narrated Google Earth tour here. What has been interesting to me is the amount of teachers and students who were really surprised by the power of Google Earth, having never really used it in any meaningful context before. Consequently, Tom Adams (our eLearning Integrator) has run some professional development sessions for staff interested in using it with their students.

The reality is, whilst the visualisations of Barry Martin’s journey added engagement through technology, the researching of the information for the presentation itself was almost entirely dependent on the power of the Internet. I had used Microsoft OneNote to easily compile a working document of information, starting with links to relevant websites and notes to myself on their usefulness:

The ease of being able to drag ‘n drop and cut ‘n paste information into this notebook accelerated the research considerably:

OneNote for research

Screenshot of my OneNote notebook for researching Old Collegians

One of my goals in this research was to bring to life Barry Martin’s story and show more about him as person and not just a statistic from World War II. Through the searching of PapersPast I was able to find references to Barry’s pre-war life, including his engagement and  attendance at an Old Collegian dance at the Dunsandel Hall with his fiancee, which sounded like an eventful night with the power cutting out!

Other sources that proved invaluable in finding out more about Barry’s life included Google Books, an unexpected source that showed up the research of Stephen Harris in his book Under a Bomber’s Moon and the relationship between his great Uncle Col Jones and Barry Martin. It is from this source that I obtained the photo below of Barry with unnamed friends, along with the entertaining account of Barry cooking up a storm in the barracks with tins of lambs tongues and tomato sauce sent to him from New Zealand:

Dutch Police Report

Original Dutch Police Report on the crash of Barry Martin’s Stirling bomber.

Other sources were not so easy, but did manage to turn up gold for this research. I optimistically posted on the Wings Over New Zealand Aviation Forum and was thrilled to get a reply out of that which led to obtaining a copy of the original Dutch Police Report that detailed the circumstances and location of the crashed Stirling Bomber on the night that Barry Martin’s plane was shot down and he was killed. This was eventually sourced from the book De Crash Van De Padvinder by P. van der Leer.

This highlights that whilst the Internet can be an outstanding source of quick and accessible information, the importance of human interaction (even if that is via forums, email and text messaging) along with a curiosity not to give up, remains a vital part of any good research. The Christchurch City library had all three volumes of For Your Tomorrow  by Errol Martin which was invaluable for factual details, and the St Andrew’s College library had historical records of Barry’s attendance at the College, 98 years ago.

Old Collegian

I also discovered that Barry Martin’s medals had been auction at Bonhams in 2014:

Bonhams Medals

Barry Martin’s medals – note the Distinguished Flying Cross (DFC) on the left. Barry never knew he had been awarded this, as it was announced only two days after his disappearance.

It was very gratifying to be able to harness the power of technology to shine some light on an Old Collegian of St Andrew’s College and the ultimate sacrifice he made.

UPDATE:

This is the recording of an earlier Chapel Service that I gave on James Samuel Cartwright. He was a former teacher at St Andrew’s College and All Black triallist and was tragically killed only days after the D-Day Normandy invasion: