Digital Scavenger Hunt Celebrates Te Wiki O Te Reo Māori

Te Wiki O Te Reo MāoriThis week St Andrew’s College has joined in the national celebrations of Te Wiki O Te Reo Māori with a number of different activities. For the first time, we decided to run a Digital Scavenger Hunt that was aimed at getting ākonga (students) and kaiako (teachers) engaging in the celebrations in a fun way through using technology.

This was achieved using a Digital Scavenger Hunt, whereby students had to complete a number of tasks that accrued points based on the level of difficulty or effort required. The following poster was created using Canva and posted around the College and also on the news stream of our Moodle LMS

1 Point Challenges

Pikau

A handwoven harakeke pikau was 1st Prize

Initially, I was unsure of the best technology to get students to submit their photos and videos to a central location easily, and without needing a specific app or account. I tried to crowdsource some suggestions through my PLN (Professional Learning Network) on Twitter, with ideas of using Padlet, Cluster, Instagram and Google Drive all being suggested. I also thought about setting up an open course on our Moodle site that students could submit photos and videos for the competition through, however the reality is that it is still not super easy from a mobile phone to do this.

In the end, I settled on using the relatively new “File Request” feature that is available free with a Dropbox.com account. The beauty of this is that it significantly lowers the barrier of entry for students as:

  • They did not require a personal Dropbox account themselves
  • They didn’t need a specific app on their phone – it worked through a mobile browser on any platform (we tested on iOS, Windows and Android). We used a QR Code and shortened URL to make it easier to type on a phone – http://bit.ly/stac-mlw 
  • Any files they submitted were visible only to me as the Dropbox account – students could not see the entries of anyone else which was important.
  • Students entered their name and email address when submitting files, so all entries were easily identifiable and Dropbox emailed me as the account owner when a submission was made.

To assist students with how to submit their entries, I made an instructional video using ScreenFlow 6  and a nice new feature in version 6 is the ability to record the screen of your mobile phone. This allowed me to show what to do on the phone to upload photos and video, whilst simultaneously showing what it looked like on the Dropbox account as the files were submitted:

Video showing how to submit photos for the Digital Scavenger Hunt directly from your mobile phone

The competition proved most popular in our Preparatory School, with the majority of entries coming from Year 7 students. Here are a couple of example photos that were entered:

Future Ideas:

I had a chat with Mr Tom Adams, our eLearning Integrator, at the end of this competition and we both agreed that this is an idea that could be recycled easily for other purposes. Now that we know that Dropbox File Requests is an easy way to submit and receive files via mobile phones this could be used for other Digital Scavenger Hunts with a different theme.

One idea could be an orientation programme for new students, aimed to get them going around the campus to learn where different places/services are located. There are some specific apps aimed at doing this, such as Scavify, but building your own would probably not be too difficult either. In the end, this was a fun and relatively easy activity to build into our celebration of Te Reo Māori at St Andrew’s College.

Introducing Blair McHugh – Teacher of Digital Technologies

Licensed under Creative Commons

Licensed under Creative Commons

Recently I took the opportunity to sit down with Mr Blair McHugh, our new teacher of Digital Technologies at St Andrew’s College and discuss his previous experiences and vision for the subject. What became apparent was Mr McHugh’s passion for the subject and how his approach to teaching programming aims to dispel the common misconception of a sole programmer working in a darkened room eating pizza!

Prior to joining the staff at St Andrew’s, he had taught for 9 years at Burnside High School and before that at Cashmere High School. Importantly, however, he has industry experience with Fujitsu NZ primarily in networking and infrastructure and it is these skills he aims to impart to students at the College.

A coding language is just a tool – if you’ve not solved the problem before you begin the actual coding,  then you’re probably not going to solve the problem.

Mr McHugh will be teaching students the Python coding language, however as the above quote suggests, there is significantly more to this subject than just learning one of the many programming languages that exist these days. The steps students are encouraged to follow are:

  • Plan – understand what the requirements of the job are, ask the right questions and formulate an approach to solving this before you start coding. Analysis like this early on helps to ensure future success in the project.
  • Code – once you have fully analysed the problem and planned an approach, only then attempt to write some code.
  • Test – execute the code and see if it works!
  • Review – check how it has all gone
  • Repeat – go back to the planning and analysis to see what may need to be improved, re-work the code accordingly, and test it out. Keep repeating this process until you have it working and the problem is solved and the key outcomes from the planning stage are met.

One of the key messages Mr McHugh has to remind students of is the need to avoid “programming on the go” as this almost invariably leads to wasted time:

Time is the biggest and most precious resource available to students. There is little cost in ‘real’ resources when churning out code, but time spent aimlessly coding is too important to waste

To achieve an Excellence in Level 3, students need to demonstrate real efficiencies in their code – there should be no “blind corners or dead ends” – and the easiest way to avoid this is effective planning and regular reviewing of the code.

To further enhance the students ability to plan efficiently, he promotes a very open, collaborative environment where students are not just expected to participate and inter-relate with each, they are required to. This is supported by the banning of headphones in class – students can not be an individual silo separated from the rest of the class. The rationale behind this is that increasingly in the workplace, programmers need to be talking to stakeholders, clients, fellow programmers and communicating effectively to all of these individuals.

Sec_T1

The Term 1 2016 DPR Value of “Honesty” works very well in Digital Technologies

Whilst discussing this, Mr McHugh pointed out how well the Term 1 DPR Value (Developing Positive Relationships) worked in his class. He expects students to be honest when they’ve struck a problem with their coding or analysis and be able to ask other students for input.

Key Competencies

The Key Competencies from the NZ Curriculum

 

Consequently, the Key Competencies from the NZ Curriculum play a major role in his classes, in particular  Participating and Contributing and Relating to Others as students interact and collaborate together. In the words of Mr McHugh:

 

No one codes alone in a silo in the real world – being part of a team and coding on a bigger project is a critical skill to learn in school.

To further support this, students practice sitting around a table, asking questions of each others’ projects. Asking the right sort of questions is an essential part of problem solving and developing critical thinking skills. Along with these skills is the continued importance of a strong mathematical foundation to be a successful programmer.

Too often, students do not think maths or physics are necessary in coding, however to start doing advanced 3D graphics a strong grasp of matrices and geometry is critical:

Students can still do 2D platform style games, Angry Birds etc, without strong maths. However, it’s the 3D graphics in games like Halo that really spins their wheels and attracts their attention … BUT you need great maths ability to do that sort of thing.

Following on from the work of Mr Phil Adams, Mr McHugh will continue the lunchtime Code Clubs for those students who are not taking Digital Technologies as a subject.

I’m really looking forward to seeing some of the projects that students will work on this year and hopefully writing about them on this blog.

Microsoft Video Showcases Innovative Educators

On the 23rd November 2015 Microsoft NZ arranged for a TV crew to film and interview a number of staff and students at St Andrew’s College. The focus of the day was showcasing how the Surface Pro 3 and OneNote were being used creatively within the College. The three teaching staff interviewed were Mr Wilj Dekkers (Year 6 class teacher in the Preparatory School), Ms Tam Yuill Proctor (Assistant Head of English) and Mr Ben Hilliam (Assistant Head of Maths).

These three were chosen as they have been using the Surface Pro 3 since our initial trial group was formed in late 2014 and also because they have recently been named as Microsoft Innovative Educators for 2016:

St Andrew’s College’s three Microsoft Innovative Educators for 2016 from left to right: Mr Ben Hillian, Ms Tam Yuill Proctor and Mr Wilj Dekkers

All three have featured on this blog before, with some of my favourite posts about their teaching being:

What impresses me about these teachers is how natural the integration of technology and eLearning strategies are. As I noted on the post about Mr Hilliam above:

Whilst the phrase “ubiquitousness of technology” is over used, this lesson did demonstrate that when used effectively, the technology is not at the forefront of the lesson. It was not gimmicky or flashy, instead it provided functional improvement to what was already a great lesson.

Certainly, the technology available to achieve this integration is available and well supported at St Andrew’s, something that Ms Yuill Proctor noted in a blog post published today:

At StAC I count myself very lucky to have the technology, infrastructure and guidance available to try new tools to enhance the learning programs and assist with day to day teaching.

Having access to the tools and support increases the confidence of teachers to try new things – sometimes this is simply at a “Substitution” level on the SAMR scale of technology integration – but often it goes deeper into Modification and Redefinition:

SAMR Diving

These three teachers, recognised externally by Microsoft for the innovative work they’re doing in their classrooms, along with our eLearning Integrator Mr Tom Adams, need to function as change agents and ambassadors within the College in 2016, sharing their pedagogy and encouraging colleagues to follow their lead.

In 2014 St Andrew’s introduced the 1:1 Computing Programme to Year 9 students, making it compulsory for all students in that year group to bring a laptop. We have now successfully concluded the second year of this and, in 2016, are rolling back this requirement to Year 8 students in our Preparatory School as well.

Both Mr Dekkers and Mr Adams have been heavily involved in planning the rationale and support for the Year 8 programme. The result of this is that close to 700 students in Years 8-11 will be required to bring a laptop to school each day: clearly the need for eLearning leaders such as those recognised above is critical to ensure staff and students can maximise the value of this technology.

I am really pleased that this video, and the recognition from Microsoft of these three teachers, reflects the huge amount of effort and planning that goes into teaching with technology at St Andrew’s College.

Footnote: One of the happy outcomes from the day Microsoft spent filming was the chance to interview Toby, a budding game developer in Mr Dekkers’ class. This led to a followup Skype interview that I blogged about here

Toby 3

Integrating Student Data Into Moodle

moodleMoodle is the Learning Management System (LMS) used by St Andrew’s College at all year levels and is renowned for being very customisable due to it’s Open Source code base. Recently, we partnered with Catalyst NZ, experts in Open Source Software (OSS), on an integration project to extract data from the College’s MS-SQL based Student Management System (SMS) called Synergetic and display this to students directly in Moodle.

The project started with a request from the Deputy Rector, Mr Roland Burrows, for students to be able to see their Fortnightly Notes scores directly. This form of reporting is new in 2015 and the rationale behind these Fortnightly Notes is explained by Mr Burrows:

They provide the opportunity for teachers to regularly report to parents on the contribution that their son/daughter is making to his/her own learning through their attitude and effort

Parents can log into the Parent Portal to see a PDF summary of these scores that looks something like this:

A redacted example of a student's Fortnightly Notes score

A redacted example of a student’s Fortnightly Notes score

As the name implies, the Parent Portal is not available to students directly, so choosing Moodle was an obvious choice to display this data to students. Whilst considering the possible layout options of this data, we decided against replicating the table view that parents see above and instead decided to present a line graph to students that would visually reflect their attitude and effort in each subject across the entire year. Additionally, displaying Student Attendance information on a per-class basis, along with NCEA results-to-date would add real value for students at St Andrew’s so these features were added to the scope of the project.

CONFIGURATION:

To achieve these outcomes, we needed to partner with Catalyst for the Moodle configuration, and they proceeded to write a custom plugin that would extract data from the MS-SQL database powering Synergetic, import it into Moodle’s mySQL database and then present it to the students. To achieve this, three custom SQL views were created that collated only the information to be displayed in Moodle: NCEA summaries, Attendance percentages and Fortnightly Notes scores. A sample of this data can be seen in this gallery:

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New navigation options under Site Pages

New navigation options under Site Pages

Lastly, the Moodle theme used on the St Andrew’s College Moodle site was modified to include new navigation for students to access this information. Extensive testing was then completed on our development Moodle site to iron out bugs and ensure that the information was being displayed correctly.

DISPLAYING THE DATA:

It was decided to graph a student’s Fortnightly Notes score and Attendance information at the top of each course page in Moodle, so they could immediately see their effort and attendance on a per-class basis. This can be seen in the following animated GIF image as the graphs are generated in real time:

Gif1

An animated image showing the Fortnightly Notes line graph and Attendance pie chart being generated on a student’s course page

However, to also replicate the Parent Portal summary view, a student could see the scores for all classes on a new page added under the “Site Pages” navigation menu:

Summary

Summary view of Fortnightly Notes scores and Class Attendance

For students working towards NCEA they can now see their recorded grades directly in their Moodle account:

A Yr11 Student's NCEA resutls

A Yr11 Student’s NCEA results

FINAL THOUGHTS:

Working on this project was exciting for a number of reasons. Firstly, it was our initial attempt to extract meaningful student data from our SMS and display it elsewhere. Secondly, we believe that providing this information to students visually, and displaying it to them every single time they log into their Moodle course pages, will encourage them with their effort and attitude in class. Lastly, it represents the tip of the iceberg in terms of what is possible to present to students in Moodle.

In many ways, this was a proof of concept: could we extract data and present it meaningfully to students in one of our primary learning platforms? Thanks to the customisation options within Moodle, we were able to achieve this and with other recent testing of Microsoft’s new Business Intelligence platform called PowerBI, we anticipate being able to add even more visual information to students in this way (for those interested, the animated graphs are powered by the open source rGraph tool).

Teacher Perspectives On The Surface Pro 3

Six SurfacePro3 for use in classrooms at St Andrew's College

Six SurfacePro3 for use in classrooms at St Andrew’s College

As we approach the first anniversary of the Surface Pro 3 release in New Zealand, I’ve been reflecting on the fact that we now have 26 staff members using them across the school. An earlier update on how how teachers have been using the Pro 3 in their classes remains one of the more popular posts on this blog and in anticipation of teacher demand for tablets in 2016, I have surveyed those staff members who use a Surface Pro 3.

The overall satisfaction rates of teachers with the Surface Pro 3 is very high

The overall satisfaction rates of teachers with the Surface Pro 3 is very high

Using SurveyMonkey I have collated some interesting feedback from teachers and share it here for the benefit of other schools that may be interested in exploring the tablets for their teachers.

Whilst it is not always easy to ask the “right” questions when it comes to getting useful feedback I have tried to get staff to compare the key features and functionality of a Surface Pro 3 with a traditional laptop that the College has issued to teaching staff:

Laptop v SP3

An interesting comment to the above responses from a teacher was:

What is not mentioned above is the functionality – the Surface is far more functional than a laptop as it doubles as a tablet, when needed. This is the huge advantage of a Surface over a laptop.

It is important to acknowledge some of those “niggles” that teachers have experienced because no device is perfect. Here is some feedback from staff highlighting some of the challenges of the device:

The keyboard needs to be taken off and reattached to remedy glitches. The keyboard is small and I often hit the caps button. Consider body posture when using the Surface Pro 3 so that you are not hunched. Before putting a plastic box on the desk and under the tablet, I would wonder why I had a sore neck/back/eyestrain.

The thing I really don’t like is a cheapie-feeling keyboard and how I keen hitting two keys at once … lack of USB ports is really annoying too

Some issues with it freezing when in sleep mode. Need to force a restart when this happens

We have done a significant amount of experimentation with wireless projection at St Andrew’s College and a future post will cover what we have settled on, however currently only 41% of our teachers with Surface Pro 3 tablets are using wireless projection (this number is skewed as well because the majority of our SP3 users are in our Preparatory School because of where their lease renewal occurred). However, 96% of the teachers said they would use wireless projection if it was available in their class, with the following breakdown showing how significant it is to their teaching style:

Wireless Projection

Clearly, the ability to roam a classroom “untethered” from the front and a data projector cable is a big drawcard for teachers and a trend I see only growing as the technology becomes more reliable.

One of the key features of the Surface Pro 3 is the great accuracy of the pen and the ability to “write” into OneNote very easily; a feature that is consistently praised by our teachers. This question specifically asked about the usefulness of the pen:

SP3 Pen

Some departments at St Andrew’s College would love to change the requirement for students that all devices must support “inking” in some format, and it’s easy to see why: subjects that involve diagrams, formula and equations would be significantly easier for students if they could simply handwrite directly into OneNote.

Whilst the Surface Pro 3 is experiencing favourable feedback from teachers, we are also looking at “convertible laptops” that allow for the handwriting on the screen such as the HP Spectre x360 that folds back into a tablet. Historically, our testing of units like this have been disappointing as the accuracy of the inking on these hybrids just could not compete with genuine tablets like the Pro 3. That said, the attraction of a proper keyboard and a larger screen appeals to some of our teachers:

Laptop v Tablet

Ultimately, the value of any device to a teacher can be measured in whether they would recommend it to their colleagues: on this point, the teachers were almost unanimous.

Recommendation

One interesting comment from a teacher in the Preparatory School reflects the uptake of tablets in their class by students, purely based on what they have seen from teachers using the devices:

A number of staff in the Prep School who opted for laptops now regret their choice and given the opportunity would switch to a surface. 8 students in my class now use surface tablets – 2 having switched from Mac.

How has the practice of our teachers changed with the Surface Pro 3?

This is a difficult question to get answers to in some ways but a critical one to understand what, if any, impact on pedagogy a technology shift has had for our teachers. Up until the introduction of the Surface Pro 3 the teachers at St Andrew’s were all given identical laptops. By introducing some limited choice it has increased the support costs of maintenance and spares, therefore it was hoped there would be some positive changes or improvements in teaching practice. Here is a selection of some replies from teachers:

My practice has not changed, but the mobility of the Surface and the fact that will do all I ask of it has adapted my style. I am able to work with the students annotating a piece of writing or work through maths problems using the stylus and each child is able to revisit this learning through OneNote. The mobility, wireless projector connectivity and stylus allow me to get away from the desk and be with the students when teaching. Most importantly – the students use of the Surface to share with others is powerful. They take my surface and use it to explain concepts to a group when linked to the projector and when used in conjunction with OneNote, students collaborate in real time on a piece of learning using their stylus on their own Surface tablets.

Maths Teacher

A reply from a Preparatory School teacher suggests it can lead to MORE work:

I probably end up doing more work from home as it is much more portable [than a laptop]

Preparatory School Teacher

It has not changed my practice, but has complemented it very well. I already used my own Surface in conjunction with a school laptop. Before the Surface, I used my phone to do many of the same functions, complemented by a laptop. Having a Surface provided by school has meant operating fewer devices for the same outcomes, making it easier when you don’t have your own classroom.

Science Teacher

More movement around the class, use of pen and writing has enhanced the annotation ability, marking and so forth, integration of technology, ease of OneNote and working 1 on 1 with students. light, easy to move around with especially when wirelessly not connected to data projector

English Teacher

I don’t write on whiteboard anymore – I write directly onto my OneNote page so students can access this

Science Teacher

Much easier to use in PE settings ie with pen and tablet. Therefore I am more likely to use it, and complete observation style tasks more frequently. Easier to mark / use OneNote – I can mark and make comments quickly using the pen

PE Teacher

Less time at my desk and more time with students. Ability to take teaching outside the classroom, faster and with more resources. Being able to show examples of preferred practices with ease and ability to document past/current teaching and interactions with the students has been key. Students are assisted by this to become more reflective learners. (ability to revisit work via OneNote).

Preparatory School Teacher

A recurring theme comes through in these responses in terms of how a tablet, with the ability to ink, enhances the value of Microsoft OneNote, a key tool that is being used at our College.

The above information is important for the ICT team to understand. Like many schools, we lease our teacher laptops/devices and renew these every three years. The teaching staff leases are split into three, so each year we replace 1/3 of the devices (around 45-50), and I anticipate that the majority of our teachers who are up for a new device in 2016 will want something they can write on. The above information will be disseminated to those teachers to help them make informed decisions and also assist the ICT department in providing the best support possible.

Preparatory School Racing Ahead with Robotics

During Term One and Two this year Miss Bryony Marks, among a number of other projects, initiated a Robotics club at Year 5 in the Preparatory School. Initially the club was open to 15 students, using Lego Mindstorm EV3 to build and program in groups of 3. The purpose of the club was to introduce Year 5 students to Robotics, thus setting the groundwork for future expansion of robotics as these students progress through the college.

IMG_4672In response to overwhelming demand and interest form other year groups, it was immediately obvious that an expansion of resources was needed. The extremely supportive College PTA was approached for support in this area, and generously responded with $5000 funding for a further 8 sets – allowing whole class robotics for the first time. This now allows all children in the Preparatory school the opportunity to engage with this exciting technology, and to authentically apply their basic block programming skills to robotics.

The next logical progression in this rapidly evolving programme was to enter teams in the Canterbury Regional 2015 RoboCup Junior competition. This national competition requires students to use their programming, engineering, and creative skills to entertain, delight, and thrill an audience. They must design up to three robots that are used in a 1 to 2 minute themed performance based around either robot theatre, or rescue. robotics2At Year 5 and Year 7, all interested children were given the opportunity to ‘trial’ for these competition teams, with Miss Marks looking for children with a range of skills such as organisation, programing, robot building and creativity.

The two Year 5 teams were chosen after a ‘Loop Walk’ challenge which required them to self-teach and apply their new knowledge in small groups to program a robot to walk a square course in the style of their choosing.

Year 7 teams were chosen through a Little Red Riding Hood Challenge, which required them to program a Robot to navigate from Grandma’s house to Red Riding Hood’s garage, while stopping to look for cars. and then reversing into their garage.

The final team is a two person Year 8 team that was selected based on previous experience. James has an interest and experience in programming, while Ethan has a passion for Robotics.

On Friday all five teams spent the day preparing for the competition. Over the course of the day they conceptualised, built and programmed their robots. The room was a busy hive of activity throughout the day, as student groups worked independently on the numerous challenges involved in such a task.

IMG_4673James and Ethan are entered in the Research and Rescue Challenge which requires their robot to follow a black line across the performance area, sensing and responding to green squares. Finally, it must grab a tin can from the center of the area, eventually returning it to the beginning of the course.  James noted that his biggest challenge of the day was applying his previous block programming experience through Scratch into the new platform; EV3 Mindstorm. Ethan’s main challenge was trouble-shooting the challenges that the colour senses proved, as they initially struggled to perform as expected.

Ethan and James' robot

Ethan and James’ robot

It is challenges like this that prove the relevance and importance of robotics. Miss Marks noted that “Children are required to self-manage, problem solve and think logically as they respond to various challenges throughout the build. Competitive Robotics combines creative writing, engineering, arts and crafts, DIY, coding and programming – everything that our students love!”

Click below to see a short video of an early prototype from the day! We wish all St Andrew’s College Teams well as they continue to prepare for the regional competition on August 16th!

 

 

Guest Post: Videos From The WIPTTE 2015 Conference

WIPPTE2015This blog is read by a wide audience around the world but is also targeted at our own teachers at St Andrew’s College. Occasionally, we post information that is not related directly to eLearning stories coming out of our College but would still prove useful to our teaching staff.

This post is simply linking to some of the videos shared from Microsoft that contains presentations from the Workshop on the Impact of Pen and Touch Technology on Education 2015 and useful research into the power of technology in education.

Pam Mueller – The Pen is Mightier than the Keyboard / Sharon Oviatt – Computer Interfaces Can Stimulate or Undermine Students’ Ability to Think

Pam Mueller

Click the image to view the video

Mike Tholfsen – OneNote: New Developments

Mike Tholfsen

Click the image to view the video

Sierra Modro – Creating the Future of Ink

Sierra Modro

Click the image to view the video

Anoop Gupta – Office Mix

Anoop Gupta

Click the image to view the video

WIPTTE2016This conference is going to be run again in 2016 and will no doubt produce more presentations of interest such as these.

We are seeing increasing demand from teachers for the ability to “ink” on their devices and to be able to access more research showing the benefits of this for student learning is important.